Chapter One INTRODUCTION

Chapter One

INTRODUCTION

WHY IT IS NECESSARY OR USEFUL TO UNDERSTAND PERSONALITY TYPES

Since everyone is unique, the idea of cramming people into categories seems

hateful. Am even if personality types are somehow theoretically valid they would probably

be either t< o academic to help in daily lives or too vague to be meaningful.

Thou? h the objections given above are valid, but there are number of good reasons

to study pe sonality types. The most important of them is that human beings are inherently

interesting and dangerous. It would be impossible for most of us to spend a day without

coming int direct or indirect contact with dozens of people - family, friends, people on

the street, at the office, on television, in our fantasies, and in our fears. People are

everywher , having all sorts of impacts on us - for better or worse.

Most of the time we navigate the shallow of inter-personal life without coming to

grief, but t sere have no doubt been times when we suddenly became aware that we did

not really now people we thought we know. There would have been times we realised

that we do <row ourselves. At times the behaviour of others - and even our own behaviour

- is at time > strange. New things come up which seem out of place. Such type of surprises

can be pi asant but some are definitely unpleasant, having disastrous effects on us

into prese it and in the future. So, unless we have insight, we may overlook a diamond

in the rou jh or be too quick to get out of a relationship which is actually worth saving.

Without ir sight, we may be hurt or feel foolish and either way end in unhappiness.

Thu: becoming more perceptive is worthwhile, if only to avoid painful consequences,

understar ding ourselves and others should make us happy.

Hovi can the knowledge and sensitivity we need can be acquired ? How can we

1

begin to m; ke sense of the vast diversity of human personality ? How can we develop

insight so t iat we lead fuller and happier life ?

The a iswer is, we will discover that we can not know anyone else until we know

ourselves . nd we can not know ourselves until we know others. The solution is that

understanc mg ourselves and understanding others are really two sides of the same

coin, i.e., i nderstanding human nature.

Becai se such a vast amount of territory is covered by human nature, it would be

useful to f ave an accurate map of that familiar, yet unexplored territory. It would be

helpful to t ave a reliable means of charting vyho we are and where we are going that we

will not loc se our way.

The s earch for an accurate typology has gene on for two thousand years beginning

with India i and Greek philosphers like Kautilya Ghankya, Gita and Vatsyayan's

Kamasutrr s in India and Hippocrates in Europe. The theory of four bodily humours - the

melancho ic, choleric, phalgmatic and sanguine temperaments, depending on the

predomim nee of one of the major fluids of body, black bile, yellow bile, phalgam and

blood, res sectively. In Ayurveda and Charak Samhita, people have been classified on

the basis of bile, cough, phalgam, 'pitt', wind. The theory of four temperaments was

used for fi teen hundred years, until the scientific enquiries of the enlightment gradually

discredite i it.

Diffe ent classification have been proposed over the centuries, although none has

been with >ut problems, inaccuracies or contradictions.

In re :ent decades, Freud's theory also gained lots of importance. According to this

theory, th ee different character types emphasize the belief that psychic energy is fixated

during e£ rly child development around the mouth, the anus, or the phallus. These

fixations' ieid oral, anal and phallic types. Another Freudian approach to character types

2

emphasi es the dominance of ego, the id or the superego in the personality. The latter

is more ophisticated application of Freud's concepts, one which theorists have found

difficult 1) apply.

Kar m Homey developed character descr ptions based on her clinical observations

of inter- ersonal orientations that a person could be considered as fundamentally;

"moving oward others", "moving away from others", or "moving against others". She did

not work out all the sub-types within these three general categories, but had she done

so, hers/stem probably would have yielded nine personality types.

Jurjj's typology delineates eight types oased on how a person's psychological

attitude, jxtroversion or introversion, is modified by one of four basic mental functions

which Jtig exposes - feeling, thinking, sensation or intuition. Thus Jung described an

extraver^d feeling type, and an introverted feeling type, an extraverted thinking type

and an i troverted thinking type and so on.

MYERS - BRIGGS TYPE INDICATOR

HISTOR OFMBTI

The work of Myers and Briggs started in the 1920's by Katharine Briggs. Briggs

was inte ested in human behaviour and she through her observation and reading of

biograph es developed a way to look at it. Her scheme, which was published in the New

Republic magazine on December, 26, 1926 and reprinted in the fall 1981 issue of the

MBTI Nevs, included four types : Sociable, Thoughtful, Executive and Spontaneous.

At ie same time as she was doing her research, the Swiss psychoanalyst Carl

Gustav jng developed a Complementary Theory of Personality Types. This theory was

publishe I in Jung’s book Psychological Types in 1923. When Katherine Briggs read

3

Jung's wo x, she found much similarity with their own works. Together with her daughter

Isabel Myc's. she began to integrate her work with that of Jung, Beginning in 1940s and

using Jun< s theory she was able to develop her typology called MBTI

Brigc ; and Myers started to work on a paper pencil inventory to help people discover

more aboi themselves and their personality types. It was to take them over thirty years

to develop such an inventory which was called Vlyers Briggs Type Indicator or MBTI.

By tf 3 time Katharine Briggs vyas 85 and her daughter Isabel Myers was sixty five

they had p epared enough data to present their instrument to Educational Testing Service,

known as =TS in Boston, New Jersey. Because of the MBTI's orthodox development,

ETS form> d the office of special testing to carry on further research on the MBTI. From

1962 until 1975, when the rights to the MBTI warn acquired by Consulting Psychologists

Press, Inc . it was available for research purpose only. Today, the MBTI is one of the

largest s* lling tools for self-awareness. It has been translated into several other

languages including Japanese.

In th present study, Jung's Analytical theory forms the basis of personality variable.

Jung's Tl eory of Preference :

Tho» gh, Jung's theory of personality is usually identified as a psychoanalytic theory

because 1 its emphasis on unconscious processes, it differs in some notable factors

from Fret i's theory of personality. The most prominent feature of Jung's psychology is

that it cc mbines teleology with causality. According to him, human behaviour is

condition d by individual's racial history (causality) aims and aspirations (teleology).

4

/

Definitions of Preferences :

It is believed that we are born with a preference of four of the eight personality

traits tha the MBTi measures, one from each of four pairs. In the first half of life, we

strengthei these preferred traits in order to build a strong personality. In the second

half of lif , we strengthen the weaker traits and become more balanced and whole. The

Myers-Brggs Type indicator is a personality inventory based on the work of Carl G.

Jung. It neasures individual preferences on the following four scales :

1. Wh- ther people relate more to external or internal world - Extraversion - Introversion

See e.

2. Ho\ people prefer to take in or perceive information - Sensing - Intuitive Scale.

3. Ho / people prefer to make evaluations and decisions - Thinking -

Fee ing Scale.

4. Ho»' people live : whether they are organised and seek closure or are spontaneous

anc open - Judging - Perceiving Scale.

1. E-f Scale (Extraversion -Introversion) :

E - EXTRA VERSION :

Pe pie who prefer extraversion tend to focus on the outer world of people and

things. When one is Extraverting, one is energised by what goes on in the outer world,

and this is where one tend to direct his own energy. Extraverts usually prefer to

eommur cate more by talking than-by writing. They do their finest thinking in forums

where tf ey can share and develop ideas with others. They find being alone as draining.

Extrave :s prefer professions that allow them to talk with others regularly and frequently

5

this is why so many Extraverts are in the sales and marketing fields.

/ - IN ROVER SION :

Peopl s who prefer Introversion focus more on their inner world. When introverting

one is ene gised by what goes on in his inner world and this is where he tends to direct

his own er ergy. Introverts tend to be more interested and comfortable when they can

work quiet / without interruption. They like to understand the world before experiencing

it, and so leed time to reflect before acting. Introverts do their finest thinking when

alone. So, introverts prefer occupations and professions that allow them to be alone

and think t tings themselves. They prefer moderate to low amount of human interactions.

2, S-N. tcafe (Sensing - Intuitive) :

S - SENSING :

Sens ng focuses on the realities of a situation, sensing types tend to accept and

work with vhat is "given" in here and now, and thus become realistic and practical. They

are good t remembering and working with a great number of facts. They prefer to use

proven pr cedures and are careful with detail.

N -1 sSTUlTlON :

Intui ion shows the meanings,..relationships, and possibilities that go beyond the

informatic i from one's senses. Intuitive types look at the big picture and try to grasp the

overall pa terns. They grow expert at seeing new possibilities and they value imagination

and inspi ations.

,6

3. T-F i sale (Thinking - Feeling) :

T- Ti INKING :

Thin! ng types make decisions objectively, on the basis of cause and effect, by

analyzing nd weighing the evidence. Thinking focuses on the logical consequences of

any choic< or action. Thinking types seek an objective standard of truth; they are good

at analyzi g what is wrong with something.

F - F EELING : _

Feel ig types make decisions based on person-centred values. When deciding,

they cons ier how important the choices are to themselves and others. They like dealing

with people and tend to become sympathetic, appreciative and tactful. They value

harmony nd work to make it happen.

4. J-P Scale (Judging - Perceiving) :

J - . JDGING :

Tho; s who prefer judging like to live in planned and orderly way, wanting to regulate

life and c ntrol it. They want to make decisions, come closer and, then carry on. They

like to be structured and organized and want things settled.

P - PERCEIVING :

Tho 3 who prefer perceiving like to live in a flexible, spontaneous way, gathering

informati <n and keeping their options open. They seek to understand life rather than

control it They prefer to stay open to experience, enjoying and trusting their ability to

adopt to he moment.

7

Now ' ie wish to dilineate on 16 combinations of 4s (Fours) characteristics each.

ISTJ - Life s Natural Organizers :

Chan cteristics :

ISTJ' have a strong sense of responsibility and great loyalty to the organisations,

families at d relationships in their lives. They are thorough, painstaking, systematic,

hard worki g and careful with particulars and procedures. ISTJ's have a profound respect

for facts. ' hey absorb, remember and use any number of facts and are careful about

their accus acy.

ISTJ'; use thinking in decision making, taking an objective, logical and tough-minded

approach. Their focus is on task or system as a whole, rather than individuals. ISTJ's

are clear i nd steadfast in their opinions because they have arrived at them by applying

logical cri aria based on their expefience and knowledge. They believe that standard

procedure s exist because they work. ISTJ's will support change only when facts

demonstri te that it will bring better results. This is the reason why their thinking often

remain ur jevetoped.

How othei 3 see ISTJ's :

□ Cain , reserved and serious.

□ Con; istent and orderly.

□ Valu ng traditions.

Careers :

1ST,, s often choose careers where their talents for organisation and accuracy are

8

rewarded and are oriented towards achieving practical and tangible results. Careers

like aud tors and accountants, administration and managers, dentists, police and

detective . general surgery, law, civil engineering, production, construction, accounting

and milifc ry. These careers have appeal because they are very result oriented, require

objectivit and generally have prescribed ways of doing things.

Strengths at work :

□ 1ST 's have ability to act quickly and very often very correctly. They have a

prof ensity for beginning projepts and staying with them through completion.

□ For iSTJ’s, work comes first, then comes family and community. These are the

corr Dulsive types who bring the office to home at the end of the day.

Weaknes ;es at work :

□ The' can be personification of compulsively, driven by such things as deadlines

and bottom-lines without regard to employee motivation, satisfaction or well being

stri\ ing for efficiency. They may instead produce a work forceful of hostility, stress

and absenteeism.

O 1ST ‘s not only drive others to the brink. They can also inflict severe damage on

thei lselves. This comes partly from their combined control and compulsiveness,

whi h can lead to an attitude of "if you want it done right, do it yourself." This sets

thei i up for long lonely hours’of doing everything over until it is right.

Parentim j,

For iSTJ's, parenting is a life long responsibility that is undertaken seriously. They

impose r jles and regulations upon their children and expect them to be followed and

9

not questic led. Roles tor ISTJ parents are clearly defined. Parents are parents and

children ar children and each has appropriate responsibilities.

As childrer j

ISTJ’ as children often excel at school and work, rising to senior positions of

responsibi ty as class presidents, school heroes, project managers and community

leaders. B droom of ISTJ’s children are kept orderly. They show up on time for meals,

expecting hem to be served on schedule. Like ISTJ elders they live by a series of

"shoulds" vhich they often impose on their parents. They can become stressed when

they enco nter a family member of a different type who resist their rules or when an

authority f gure is working on a schedule different from theirs. Though, ultimately, they

will give ii to the adult but not without considerable unpleasantness.

Potential ireas for growth :

Som *times life circumstances have not supported iSTJs in the development and

expressio i of their thinking and sensing preferences.

□ if th y have not developed their thinking, ISTJs may not have reliable ways for

deal ng with the world and instead may be preoccupied with their internal memories.

□ If th y have not developed their sensing, they may rush into premature judgements

and actions without considering new information.

If If TJs do not find place where they can use their gifts and be appreciated for

their cor .ributions, they usually feel frustrated and may become rigid about time,

schedule ; and procedures and be critical and judgemental for others.

10

ISFJ : Cc nmitted To Getting The Job Done :

Cha acteristics :

Pec le with ISFJ preferences are dependable and considerate, committed to the

people £ id groups with which they are associated and faithful in carrying out

responsil lities. They work with steady energy to complete jobs fully and on time. They

have a c tnplete realistic, and practical respect for the facts. If they decide that action

will be h* pful, they accept the responsibility. They can remember and use any number

of facts, ut want them all accurate. They like everything clearly stated.

ISF s use feeling to make decisions based on personal values and concern for

others. “ ley value harmony and cooperation and work to create them. Their opinions

are firm because their decisions are based on their clear values and their wealth of

stored d ta. ISFJs respect established procedures, and authority believing that these

have pe sisted because they function well. Therefore, they will support change only

when ne m data show it will be practical benefit to people.

How Otters See ISFJs :

□ Ql 3t, Serious and Conscientious

O Cc isiderate, Good Care Takers

□ He louring Commitments, Preserving Traditions.

Careers _

IS Js often choose careers where they can combine their careful observation and

caring t r people, as in the health professions like nurses, health technicians, etc. Other

fields a ;'active to ISFJs are teaching, office work, librarians and occupations that provide

11

services o personal care.

Strengths it work :

O They are organized, pleasant and dependable team players.

□ Once they become committed to a project, their patience is considerable. They will

pers vere to complete the task. ISFJs do not withstand overtime and set backs in

mate als, dates or manpower shortage.

□ ISFJ have a gift of being able to affirm others. At work or wherever ahead of

ones 2If. To give credit where credit is due is expected and reasonable.

Weaknes; as at work :

O ISFv.; do not cope well with cohflict so when office strife arises, they prefer to

blinc their eyes or bury it deep within themselves in the hope that it will soon

disa pear.

□ ISF,. = are slow, deliberate, methodical. Some call it a boring way in which they

app :iach specific tasks. This is the reason why people become impatient with

ther

□ The nabiiity of ISFJs to see the forest for the trees. They can get so caught up in

the ^mediate service or need-that they lose track of just about everything having

atte ded to the crisis of the moment. Whether an accounting problem or a person

in n =ed. They suddenly find themselves tired drained and quite irritable because

thei j are still seven hours to go in the workday and they have spent all their energy.

12

Parenting .

tSFJ take parenting as a serious responsibility so they often assume a guardian

like role. * s parents, they are diligent, protective, and extremely patient with the many

facets of - ie Job. While each of these characteristics is admirable, when maximised in

ISFJ pare its it often means subjugation of the parents needs in favour of the children.

As Child .r« n_i _

As ci idren they are relatively understanding, heat and obedient - in general model

children nd hard-working students. As a child, ISFJ may be given to streaks of

stubbornress that seem entirely out of character. As students, ISFJs prefer teachers

and court es that are organized and practical. They like following outlines and doing

homewor and assignments that are highly defined.

Potential a.reas For Growth :

Son ©times life circumstances have not supported ISFJs in the development and

expressic r< of their feeling and sensing preferences.

□ If they have not developed their feeling, ISFJs may not have reliable ways for

deahg with the world and instead be preoccupied with their sensing memories

and impressions.

O If tf- 3?y have not developed their sensing, they may rush into judgements and actions

witf out considering new information.

13

INFJ : An nspiring Leader - Follower:

Characteri; tics : 1

Peopl j with INFJ preferences are great innovators in the field of ideas. They trust

their intuit ve insights into the relationships and meanings of things, regardless of

establishe< authority or popularly accepted beliefs. INFJs are likely, to be insightful,

creative ar d visionary, conceptual, symbolic, idealistic, complex and deep.

INFJs are independent and individualistic being governed by inspirations that come

through in uition. These inspirations seem so valid and important that they sometimes

have trouble understanding why everyone does not accept them. Their inner

independe ice is often not conspicuous because INFJs value harmony and fellowship.

They can be great leaders when ihey devote themselves to carrying out a sound

inspiration attracting followers by their enthusiasm and faith.

How Othe s See INFJs : •

□ Prive :e and Mysterious.

□ Inter se and Individualistic.

Careers :

INFJ 3 are most contented with the careers that satisfies both their intuition and

their feeli ig. The possibilities that interest them most concern people. Careers like

education consultants, clergy, physicians, media specialists, teachers in the field of

language Art or Drama. When the interests of INFJs lie in technical field, INFJs may be

outstandi g in science or research and develooment. Intuition suggests new approach

to problei is and feeling generates enthusiasm that sparks their energies.

14

Strengths it work :

□ A ger tie and popular human services oriented type, most of their energies, at work

or at nome are directed towards bettering the human condition,

□ The ion-stop search of INFJs for learning, self growth, and development and

wishi ig the same for everyone else makes them very reassuring to others and

wort! emulating (better them).

Weakness as .at wadL;

d It is i ot easy to be an INFJ at work as their intense concern for others internalized

can 1 ecome a heavy daily burden,

□ Anot mr weakness pf INFJs is their over-personalization of events that may not

ever concern them. Once an INFJ has accepted the burden of a problem, it is now

his t ital responsibility to save everyone and to make things right.

Parenting :

Pare iting to an INFJ means accepting intense responsibility to help young minds

and spirit: develop on their own. By~example and by direct involvement the INFJ exerts

great ene gy to see that all children are afforded every intellectual opportunity available.

The INFJ parent strives to be stimulating resourceful, and helpful in everything. A young

spirit is cc nsidered a terrible thing to waste by INFJ parent. They will provide the children,

to the be: t of their ability, whatever is necessary to foster growth.

As Childr m :

As i hildren INFJs are frequently very complacent. Except for the stubbornness

exhibited around values they prize, their love of harmony, coupled with a general curiosity

15

and hung* r for knowledge, makes them compliant children and excellent students.

Potential \reas for Growth :

Som stimes life circumstances have not supported INFJ in the development and

expressio i of their feeling arid intuitive preferences.

□ If th ry have not developed tfieir feeling, INFJs may not have reliable ways of

accc mplishing their goals. Then their valuable insights and creativity stay locked

insic e.

□ If th y have not developed their intuition, they may not take in enough information

or t; ke in only what fits with their internal pictures. They will make ill founded

deci .ions based on distorted or limited information.

INTJ : Li e's Independent Thinkers :

Characte istics : -

Peo )le with INTJ preferences have a clear vision of future possibilities and the

organisai on and drive to implement their ideas. They create a general structure and

devise s rategies to achieve their goals. INTJs value knowledge highly and expect

competei ce of themselves and others. They especially abhor (hate) confusion, mess

and ineff ciency.

INT Is see things from a global perspective and quickly relate new information to

overall p; tterns. They trust their insightful connections regardless of established authority

or popul; r opinions. They are likely to be insightful, creative synthesizers, conceptual

and long range thinkers. To make logical decisions, they use their thinking. They asses

everythii g with a critical eye and are tough and decisive when the situation calls for

16

toughness INTJs tend to he clear and concise, rational, detached and objectively critical.

How Othe s See INTJs :

□ Privi te, reserved, hard to know, even aloof.

O Com eptual, original and independent.

Careers;

INTv 3 often value and use confidently their intuitive insights in the fields such as

science, < ngineering, invention, politics or philosophy. They are likely to be lawyers,

computer system analysts and university teachers.

Strengths at work : -

□ INT, s are exceptional leaders, with their capacity for intellectual and conceptual

clari y giving them both vision,and the will to see it through completion.

□ INT. s are natural conceptualizer. INTJs are intrigued by the future, stimulated with

a ri< h imagination and undergirded with good accountability. They are calm even

in tf 5 face of complex problems. They can provide direction and leadership with a

cre< tive flair.

Weaknes ses at work :

□ The INTJs rich imagination, when left unchecked can set them up for every form of

cou iter productivity : suspicion, distrust and even paranoia.

□ The r tendency to give only intellectual assent to various management concept,

teai i building, goal setting and time management are all marvellous concepts. For

oth rs generally they would much rather write about, think about or even improve

17

upo any of these ideas than engage in the actual processes.

Parentinc :

As p arents, relentless pursuit for self improvement becomes a model for their

children a; well. They encourage a Child's independence and self sufficiency. To INTJs,

the ultima e is caring.! . ■

As Childn r>:

I NT,. children have strong desire for independence. Their rooms may be laboratories

of endless explorations and experiments. Often in high school, INTJs car be

'underach evers' who score well orr formal tests but are unstimulated by the details of

day to da; classroom learning. They like to decide for themselves. Even for family event,

discussic of whether to participate or not lie with the child and not the parents.

Potential \reas For Growth :

Sonr itimes life circumstances have not supported INTJs in the development and

expressio i of their thinking and intuitive preferences.

□ If th: y have developed their thinking INTJs may not have reliable ways for translating

their valuable insights into applications that can be realized.

□ If th y have not developed their intuition they may not take in enough information

or t= <e in only those information that fits their insights.

ISTP : Ri sdy To Do Anything Once :

Characte sties :

Pec le with ISTP preferences use their thinking to look for the principles under ying

18

the senses information that comes into awareness. As a result, they are logical,

analytical and objectively critical. They are not likely to be convinced by anything but

reasoning based on solid facts. ISTPs preferences carefully observe what is going on

around th >m. When the need arises, they move quickly to get to the core of a problem

and solve it with greatest efficiency"and the best effort. They resist regimentation and

rules, thrive on variety and novelty and enjoy the challenge of solving a new concrete

extensive problem. ISTPs are realists, focussing on what is and what can be done with

it, rather hen on theoretical possibilities. They are often good at hands-on activities

and enjov sports and the outdoors. They can be intense and quietly curious. Socially,

they may be rather shy except with their best friends. They sometimes become so

absorbec with one of their interests that they can ignore or lose track of external

circumstE nces.

How Oth rs See ISTPs :

□ Ada stable, action oriented risk-takers.

□ Corfident, independent and self-determined.

Parsers.

If IE TPs are good observer and have a firm grasp of the realities and show a great

capacity internalizing the important,and unique facts of a situation. They are interested

in how a>d why of things and are likely to be good as applied scientists, mechanics or

electrica engineers and also as technician or mechanics. The ISTPs often use their

talents t bring order in unorganised facts which can find expression in law, economics,

marketirg, sales, securities of statistics.

19

Strengths it work ;

P ISTP have the ability to self-start and work independently. They are better at

work lg independently than in teams.

□ ISTP perfectionism combined with their personal integrity results in a job well

done with minimal supervision.

O ISTF ■» have the ability to amass technical data without being burdened by the need

to ci sate outcomes, schedules, predictions or any of the other results often

dem nded by the work place.

Weakness as at work :

□ Frecjently ISTPs view the process of getting others involved as waste of time.

The* are loners and participative management can be very difficulty for them.

□ The ISTPs overall management style can be abrupt, direct and often unorthodox.

The approach is doing not talking about the problem.

O 1ST! s at work can be summed-up in three words routine, administration and paper

wor .

Parentinc : .

1ST • parents do not believe in planning. They tend to wait and see what each day

brings ar d then do what is needed at the time. ISTP parents impose their laws on their

children. STP parents value individualism, different levels of interest and development

for each person in the family.

20

As Childrei ; .

ISTP children have yearning for new adventure and their fascination with the

mechanica and sensual often separate them from other members of family. ISTP child

always se< ms to be heading for trouble taking things apart to understand and learn

about then . ISTP children enjoys learning most when it is relevant and experiential. If

the learnii g becomes abstract and removed from everyday life, the ISTP student

becomes t sstless and uninterested.

Potential / reas For Growth :

Son* times, they are unable to develop their thinking or sensing preferences.

□ If the / have not developed their sensing, ISTPs may have no reliable way of getting

accu ate data about the external world or of translating their thoughts into action.

□ If thf y have not developed their thinking, they may get caught up in the realities

arou id them and not take time to do the internal logical processing they need to

mak s good decisions, then their actions may be haphazard responses to immediate

nee< s.

ISFP : At tion Speaks Louder Than Words :

Characte istics ;

ISF >s live in the present with a quiet sense of joyfulness and want to have tine to

experien e each moment. They value the freedom to follow their own course, have their

own spa' e, and set their own time frame. They take a very personal approach to life,

judging < verything by their inner ideals and personal values. They stick to their values

with pas ionate conviction, but can be influenced by someone they care deeply about.

21

Although neir inner loyalties and ideals govern their lives, ISFPs find these hard to talk

about. Th sir deepest feelings are seldom expressed; their inner tenderness is masked

by a quie reserve.

In e eryday activities, ISFPs are tolerant, open minded, flexible and adaptable.

They hav to impress or dominate, they value people who take time to understand their

values ar i :he goats they are working towards. For them their work is more than just a

job; they > /ant to contribute to people's well being or happiness, they do not enjoy routine,

but will w }r< with energy and dedication when doing something they believe in. ISFPs

are likely to be trusting, kind and considerate, sensitive and gentle.

How Qth* ns See ISFPs ;

□ Oth us may be underestimated by ISFPs.

□ Qui it, reserved and private.

□ Har I to know well.

□ Spc ntaneous and tolerant.

Careers

Th« y are apt to enjoy fields where taste, discrimination, and a sense of beauty and

proportic i are important. They love nature and have sympathy for animals. They often

excel in craftsmanship and the work of their hands is usually more eloquent than their

words. T rey are also likely to be store keepers and stock clerks, nurses, dental assistants

and boo ckeepers.

22

Strength at work.,:

□ In t e work place they are supporting and helping others; finding alternatives to

see ringly frozen projects or relationships, they believe in win-win relationship.

O ISF s as leaders, encourage and help ratner than criticize their subordinates. They

alsc quietly support their subordinates in the form of a deed or an unpredicted gift

that just a verbal pat on their back.

Weaknes s^Lmfk

□ ISF s can be capable leaders for short periods, but over the long run the roles

cou z be highly stressful to an ISFP.

□ Bee .use of the dichotomy between service to others and limited capacity for

sus lined attention on goals, ISFPs can lose interest in high productivity.

Eaieotioc j.

ISFI parents relate to children and not control them. They fail to offer much direction

and gukJ lines. They are always near, very much with the child's needs and very

supportiv and loving of the child's development but in a quiet and unassuring way.

ASjQhjldr -n_:

ISF children are often curious explorers who seem unhurried about getting

anywhere in particular. They are content with their own company. They are often unaware

of rules, me and family demands. ISFP children march to a different direction. They

are likely o be playing when they are expected to be at meals, watching TV, when they

are supp sed to study.

23

Potential /.reas For Growth :

O If the / have not developed their sensing, ISFPs may have no reliable way of getting

accu ate data about the external world or of actualizing their values. Their decisions

will I e based on little information and be overly personal.

□ If th< y have not developed their feeling side, they may get caught up in sensing

reali ies and not take time to do the internal valuing process by which they make

their best decisions.

INFP - P( rforming Noble Service To Aid Society;

Charsets* slips,:

Peo >le with INFP preferences have an inner code of values that guides their

interactio is and decisions. They discover their ideals through a subjective interpretation

of the wo Id, and put those ideals to-use to help others in a variety of ways. INFPs are

people w to seek fulfilment through performing noble service to aid society.

INF! !s main interest lies in seeking the possibilities beyond what is present, obvious

or known They are twice as good when working at a job. They believe in, since their

feelings | uts added energy behind their efforts. They want their work to contribute to

somethin j that matters to them - human understanding, happiness or health. They are

perfectio ists whenever they care deeply about something.

In e /eryday matters, they are talented, open-minded, understanding, flexible and

adaptabl . The people they value are those who take the time to understand their values

and goa'5. INFPs primarily use their feeling preference internally where they make

decision; based on valuing self*understanding, individuality and growth, moral

24

commitme it to what they believe in is crucial to INFPs. They are likely to be sensitive,

concemec. caring, loyal to people for a cause, curious and creative and have a long

range visi *n.

How Qthe s See INFPs :

□ Sen: itive, introspective and complex.

□ Orig nal and individual.

□ Easygoing exteriorily.

Careers :

INFI s are curious about new ideas and tend to have insight and long range vision.

They are ikely to have a life of expression. They can be ingenious and persuasive on

the subje 1 of their enthusiasm, which are quiet but deep rooted. They are often attracted

to counseling, teaching, literature, art, science or psychology and can also be social

workers, nusicians, composers, editors, psychiatrists, etc.

Strength; at work :

□ The * are at their best when whatever they are doing serves their personal values.

□ INF *s give their juniors, even if they fail. They develop personally, receive generous

affit nations and have a ready, willing and supportive ear for almost any idea so

lone as they have not offended their personal values.

□ Pre :ious few INFPs are found as senior executives. However, when it happens,

the generally engender fierce loyalty among their subordinates. They usually do

a g *od job of blending productivity with compassion for the work force.

25

Weakne; ses at work :

□ Wh m the work place becomes too toxic or negative, the INFPs can become restless

or i neasy, falling into avoidance patterns, typical of feeling types. Tardiness, hyper-

ser sitivity, uncharacteristic mediocrity and minimal effort are some of the behaviour

tha may begin to surface.

□ If y >u offend the INFPs value system, no one may know of the offence until well

aft€ r the act. Forgiveness may be very slow.

AaJEfllfll teJ

An iNFP parent may focus on a few carefully cultivated values. If these are

respecte I, the INFP parent is typically easy going and quick to meet a child's needs. In

general, INFP parent is positive and affirming and a child will find in their parent, a

friend in vhom he can confide. Because of their introversion preferences INFPs may be

slow to g ve overt, positive strokes, not because they do not feel approval, but because

they find t difficult to express; and because of their (INFP) perceiving preferences they

may avo f providing the structure and organisation that a child may need.

AsChild>ejcLi

INF 5s children are easy going natured which may cause others to take them for

granted. They have a high need to please parents - and be stroked for it. Generally they

are tend r and sensitive to the world around them and often give into others at the

expense :f their own needs. INFP children can spend a lot of time day dreaming and

being pr« occupied with inner thoughts. They are often good students and expend a lot

of energ pleasing their teachers. They tend to do well in high school and excel in

college.

26

Potential t reas For growth :

O If the' have not developed their intuition, INFPs may not have reliable way of taking

in inf srmation and will then fail to notice the realities. They make decisions based

solel on personal values and find it difficult to translate their values into action.

□ If the / have not developed their feeling aspect, they may not take time to do the

innei valuing process by which they make their best decisions, instead going from

one xciting possibility to another, achieving little.

INTP : UPi's Conceptualizes :

Character sties :

People wi* i INTP preferences use their thinking :o find the principles underlying whatever

ideas conre into their awareness, hence, they are independent problems solvers. They

rely on thhking to develop these principles and to anticipate consequences. As a result,

they are I* gically analytical and objectively critical. They are likely to focus more on the

ideas thar the person behind the ideas. They approach almost everything with skepticism

(unbeliev igly), form their own opinions and standards and apply these standards

rigorously to themselves. They highly value intelligence and competence.

INTPs organize ideas and knowledge rather than situations or people, unless they must

for the sa;e of their work. In the field of ideas, they are intensely curious. Socially, they

tend to h ve small circle of close friends and enjoy discussing ideas with them. They

become s > absorbed with an idea that they become unmindful of external circumstances.

They are jood at theory building and enjoy non-routine activities.

27

How other see INTPs :

□ Quie contained, calm and detached observers

□ lnde|3ndent

□ Valui g autonomy.

Careers.

Dep nding on their interests, INTPs are good at pure science, research,

mathemat cs, or engineering. They may become scholars, teachers, or abstract thinkers

in fields s ch as economics, philosophy or psychology. They can also take careers like

writers, a ists, entertainer, computer programmers, social scientists and lawyers.

The* couid be good in professions requiring problem-solving skills.

Strengths at work :

□ The are sources of ideas and inspirations who often work most effectively on

thei own. They are genuinely creative, have high energy and are capable of

occe =ional bursts of fun.

□ INTf s are easy to work for and with, and enjoy banter (playful), independent thinking

and sspecialiy self directed projects.

□ INT s' another strength is their vision and enthusiasm for whatever they undertake.

□ Anc tier strength of INTPs is their clarity of thought and word which accompanies

mos of what they do. Their capacity to say exactly what is on their minds and to

helj others do so is readily unmatched.

28


□ All If TPs are socially uncomfortable. They may find themselves at odds with co

work rs for their lack of enthusiasm for social events. It's not they don't want to

atter i these, they may find them tolerable. May be even enjoyable at times but

most y lonely.

□ INTF 9 can be somewhat frustrating to others if one expects too much detail or

atter ion to the bottom line. Keeping time is not their top priority.

O INTF 3 often fail to translate their rich inner concepts into meaningful actions.

□ Ano? *er weakness of INTPs is their social awkwardness. The INTPs can exhibit

wide swings from genuine interests in a few special people to near total disdain for

just bout everyone else.

Parenting:

INTI parents want their children to grow up enjoying, expressing, living through

independ nt thoughts. It is an INTP model to open new possibilities for the child by

suggestir i (not demanding and rarely imposing) alternatives to whatever thought or

action the child may be pursuing.

As Chilcr nj.

As c .ildren, INTPs can be viewed variously as socially shy or terribly argumentative,

with little n between. In school, they may be seen as unfocussed, pursuing too many

things ur -elated to the curriculum. Worse yet, they are seen as raising the wrong

questions at the wrong times, although this may be more a reflection of a teachers

rigidness than a students' disorganisation. Still the INTPs behaviour can be seen by

29

others as :isruptive. The result, inevitably, is that INTPs must work harder to tolerate

and surviv 3 grade at school. When they are successful, they will (likely) thrive in college.

For INTPs whatever the subject, the joy is in learning.

Potential.< reas for Growth :

□ If th<v have not developed their intuition, INTPs may have no reliable way for

takin 1 in information and be immersed in their internal logical systems. They find

it dif? cult to communicate or actualize their ideas.

1

O If the v have not developed their thinking, they may go from insight to insight never

anah zing them with a critical aye or integrating them into a whole set of logic.

ESTP ; Tl e Ultimate Realist;

Character sties :

ESTi s are friendly, adaptable and realists. They rely on whatever they see, hear,

and know rst hand. They are energetic, active, problem solvers, responding creatively

to challer ging situations in their environment. They seldom let rules or standard

procedure 3 interfere, finding new ways to use existing systems. They develop easy

ways to d< hard things and make their work fun. They are flexible, adaptable, inventive

and resoi'ceful, can pull conflicting factions together and are good team members.

They are 1 opuiar companions for activities like parties, sports or work, because of their

zest for HI 3 and their enjoyment of the moment.

ESTi s are interested in everything going on around them - activities, food, clothes,

people an I outdoors - everything that offers new experiences. Because they learn more

from doin than from studying or reading, they tend to plunge into things, learning as

30

they go al ng, trusting their ability to respond. ESTPs are likely to be practical and

realistic, o -servant, and focussed on immediate experiences.

ESTFs make their decisions by using the logical analysis of thinking rather than

on person I values or feelings. Their thinking enables them to crack down when the

situation c Jls for toughness, and afso helps them grasp underlying principles.

How Othe 3 See ESTPs :

□ Greg rious (liking to be with other people), fun loving and spontaneous

□ Adve«turous, risk-takers

□ Prag latic, trouble shooters

Careers:

ESTl s do best in careers needing realism, action and adaptability. For example,

engineerng, police work, credit-investigation, marketing health technologies,

construct on, production, recreation, food services, detectives, managers and

administrr :ors, retail sales, auditing etc., attract them.

strengths at work.;

□ Thei significant contribution to the workplace is their appreciation of the present

mom snt. They do not keep glotting over past. They have good ability to bring options

to in mediate situations and to move beyond the routines that might otherwise stifle

prod ictivity. Every thing is negotiable, and there are alternatives to whatever is

hind ning a particular situation or action.

□ The grounded pragmatism is another noticeable strength working one project at

31

a tim« is akin to living one day, at a time, and that’s where one focuses the energy

of the organisation. They are socially gregarious and, hence are good team players.

Weakness s at work :

□ Alive for the moment attitude builds in an ESTP a laissez-faire mind set towards

depe dability and direction. They adopt casual approach.

O One .eakness of the ESTPs is their prod vity for getting lost in the details of the

mom nt. Their love of facts and figures can lead them to gather information for

information sake. They justify the phrase paralysis by analysis.

□ Anot er weakness of ESTPs is their highly visible restlessness with routines and

othei mundane details of life.

Eamoiing,

EST parents often have very realistic expectations from their children. It is not

necessary for the ESTP’s children to excel or even go to college, but they simply must

do sometl ing constructive and practical with their lives. More specifically, ESTP parents

want their children to find something what will make them happy.

As childrt t :

As oildren, ESTPs are woefully misunderstood. These are the children who are

called slo .• learners. There is often a war between high strung ESTP children and parents

of a differ *nt type who think it necessary to quiet these apparent trouble makers. Actually

ESTP chi dren are very creative and resourceful, often in the face of repeated attempts

to get th< m to conform to more standard ways of behaving. With guidance instead of

control, f STPs do very well. They love family events but often do unexpected things.

32

It's commc i tor an ESTP child to plan some special event and then forget to show up at

the appoin «ed hour.

Potential e eas of growth :

□ If the* have not developed their thinking, ESTPs will not have a useful way of

selecing amongst the barrage of incoming sensory data. They may then make ill

fount ed decisions and have difficulty setting priorities.

□ If the * have not developed their sensing, tney may focus on the sensing data that

are ii imediately available. Their decisions may be limited to gratification of their

senstai desires, particularly those involving physical challenge and risk.

ESFP - Le ‘s Make Work Fun :

Character! itics :

Peop e with ESFP preferences love life. They live in the moment and find enjoyment

in people, ood, clothes, animals, the natural world and activities. They seldom let rules

interfere v sth their lives and more on meeting human needs in creative ways. ESFPs

are intere? ed in (new) people and new experiences because they learn more from doing

than from tudying or reading, they tend to plunge into things, learning as they go. They

appreciate their possessions and take pleasure in them.

ESFi s are likely to be practical, realistic and specific. They are observant and

focussed >n current realities. ESFPs make decisions by using their personal values.

They are good at inter-personal interactions and often play the role of peacemaker.

Many of t *em feel special affinity tor children and animals. They primarily use their

feeling ini jrnally to make decisions by identifying and empathizing with others. Thus,

33

ESFPs ai 2 likely to be generous, optimistic, persuasive, warm sympathetic, and tactful.

They are exible, adoptable, congenial and easy going. They seldom plan ahead, trusting

their abili y to respond in the moment and deal effectively with whatever presents itself.

They hah structure and routine and" will generally find ways to get around it.

How othe s may see ESFPs :

□ Res urceful

□ Sup ortive

□ Gre<arious, fun-loving, playful

□ Spo taneous

Careers :

ESF 3s do their best in careers needing realism, action and adaptability. Careers

like healtl services, sales, designing, transportation, entertainment, secretarial or office

work, foo services, supervising work groups, machine operation, child-care workers,

reception sts, religious workers and teachers are chosen by ESFPs.

Strengths at work :

□ The overall work style is marked with high energy and jovial interaction. There is

nevr * a dull moment whenever an ESFP is present.

□ ESF Js have a quick and ready wit, sometimes rather pointed and direct.

O The\ have the ability to keep* many projects moving at once. They can motivate

othe s when necessary. They freely mix with workers and their subordinates. They

care to listen to other's personal needs and at the same time, the overall goals and

34

dea ines in perspective.

□ Ano tier strength is their ability to let others be different and to work at individual

pac< . They value uniqueness of individual as well as each moment.

□ The have the capacity to say the right word or do the right thing to relieve tension

in si essful situations. They face adversity and stress without any guilt about them.

Weaknes es at work :

O ESF ^s disdain routine and order. As a result, they may never be where you want

then to be.

□ As t ey are grounded in the moment, the ESFPs are not always able to grasp the

long term consequences of their actions.

□ One weakness of ESFPs is over extension. They may work miracles by keeping so

man • bails in the air at a time. It is easy for them to overcommit and run themselves

into he ground.

□ The never ending quest for fun may not be welcome in a workplace that sees

prof and productivity as serious business.

Parentinc j.

ESF 3 parents are very enthusiastic, so they want their children to enjoy life, learn

more fror experiences. ESFP parents are positive and affirming and try to be a friend

towards t eir children.

35

As childi an :

As ESFP child must often struggle to be understood. The ESFP child sees himself

as entert liner, dancer, garbage collector, car washer, train engineer. His identities change

daily. As a result, these children can often be seen as hyperactive, constantly needing

strokes r nd affirmation. The plus side is that they are very capable of self-entertainment

though tl eir activities may not meet with parental approval. The need to be ‘doing also

applies t learning when learning is fun and social and entertaining. ESFP children may

not excel academically but they manage to perform well enough to stay in school, making

the most of campus social life. The ESFP child is ready, willing and able. Therefore,

family ru ss, bed time rituals, study hours and all other regimens will be stretched to the

limit - as will be the patience of the parents.

Potential areas for growth :

□ If th jy have not developed their feeling, ESFPs may get caught up in the interactions

of lie moment with no mechanism for weighting, evaluating or anchoring

thenselves.

□ If tley have not developed their sensing, they may focus on the sensory data

ava able in the moment. Their decisions then may be limited to gratification of

thei sensual desires, particularly these involving interactions with other people.

ENFP - ( iving Life An Extra Squeeze :

Characte isties :

Pec Die with ENFP preferences take life as a creative adventure full of exciting

possibility. They are keenly perceptive of people and the world around them and

36

insightful bout the present and future. ENFRs experience a wide range of feelings and

intense er otions. They need affirmations from others and readily give appreciation and

support tc others.

ENF s are innovators, enthusiastic, always seeing new possibilities and new ways

of doing tl ings. They have a lot of imagination and initiative for starting projects, and a

lot of impi sive energy for carrying them out. They are stimulated by difficulties and are

most inge ious in solving them. They are likely to be curious, creative and imaginative,

energetic ind spontaneous. ENFPs value harmony, open communication and good will.i

they like t» please others and will adopt to others needs and wishes when possible.

ENF *s primarily use feeling internally, making decisions by applying personal values

through ic antification and empathy with others. ENFPs are likely to be warm, friendly

and carini , cooperative and supportive with depth and authority in relationship.

ENF 3s are usually lively, gregarious and sociable with a large circle of friends.

They are nterested in almost everything and bring a zest to life that draws others to

them.

How othe s mav see ENFPs :

□ Pers anable, perceptive and persuasive

□ Entt jsiastic, spontaneous and versatile

□ Givi g and receiving affirmation

Careers :

ENF 3s generally find more satisfaction and greater rewards in careers that involve

human st -vices, such as family medicine, psychology, teaching, theology, rehabilitation

37

counselling, writers, artists, entertainers and clergy etc.

Strengths At work :

□ ENF Js ability to empower others is one of their most impressive contributions to

the vork place. ENFPs encourage freedom and independence with their

pers tasiveness. And also at the same time they can easily get the work done

throi gh others. They won’t hesitate in giving credit where credit is due. This can

be ii spirational, to say the least;

□ Ano her strength of ENFPs is their ability to generate options. He is an ideal person

who comes up with new ways of coping with boring routines and slow moving

projects. Indeed it is often more exciting lor them to generate alternatives than to

com >lete the task at hand.

O The ' are good at people skills. As a rule, “ENFPs give strokes freely and arer

res): onsive and helpful to other people's needs. They can affirm, listen or do

wha ever else is needed to keep someone comfortable.

Weaknes ses at work :

□ For the ENFPs, stress generally comes in the form of those areas by their lives

whe re they can not convert work into play or fun like filling out income tax forms.

Woi king too much alone or being compelled to meet specific deadlines are the

kinc s of tasks that set the ENFPs up for stress.

□ Inc bsence of a happy work environment, he can waste a great deal of company

tim< on the wrong issues. Their natural ability to identify with others can mire them

in ( omplaining sessions. They may respond to a stressful workplace through

38

avoid nee of issues, tasks or people or perhaps (even) avoiding coming to work.

□ Their unger for the excitement of the new and different can lead ENFPs to respond

to th* brushfires of the moment, to the neglect of the ongoing duties and

respc isibilities.

Earejiting.-

Paret zing is fun for the ENFPs. Their home is a playground for fun and creative

exploratior > where expression, affirmation and growth happen all the time. All life is

party and so even family chores must be converted to play in order to be worth

accomplisl ng. ENFPs may be misunderstood by their children and may also be confused

or affronte I by their parents' "immaTure" child like behaviour.

As childre :

As c ildren, ENFPs are a delightful and yet often thoroughly exhausting and

exasperat ng to parents. Everything around is material for daydreaming about who they

are and m ght be. This all might be exciting for ENFP children but may be something of

a merry-g -round for the parents. The ENFP desperately solicits parental approval and

help in it plementing their activities. However, at times, ENFP children in their

enthusiasi, can sometimes do things in direct conflict with their parental affirmation

they are eeking, talking incessantly instead of listening, coming home later than

promised ENFP children are hypersensitive to the criticism of others, especially their

playmate .

ENF3 children approach learning as they do everything else, it is a creative

adventun that, if done well will bring affirmation. They generally do well academically

please m *st people in school.

39

Potential a eas for growth : ~

□ If the / have not developed their feeling, they may go from enthusiasm to

enthusiasm, never commitingthe energy necessary to actualize their insights.

□ If the ' have not developed their intuition, they may over rely on personal value

judge nents and fail to take in.enough information. They, then, will not trust their

own i isights, being uncertain and will tend to accept others' perceptions too quickly.

t

ENTP - Pr ygress Is The Product:

ENTI s are likely to be analytical, creative, imaginative, clever, theoretical,

conceptua and curious as well as ioyaf. They admire competence, intelligence, precision

and efficiency.

Characteristics :

People with ENTP preferences are ingenious innovators who always see new

possibility s and new ways of doing things. They have a lot of imagination and initiative

for startint i projects and a lot of impulsive energy for carrying them out. They are sure of

the worth < >f their inspirations and tireless with the problems involved. They are stimulated

by difficul ies and most ingenious in solving them. They enjoy feeling competent in a

variety of areas and value this in others as well. They are extremely perceptive about

the attituc as of other people and can use this knowledge to win support for their projects.

They aim to understand rather than to judge people.

ENTPs are good at understanding how systems work and are enterprising and

resource} jI in maneuvering within them to achieve their ends. ENTPs energy comes

from a siccession of new interests and their world is full of possible projects.

40

How other; see ENTPs :

□ Indep indent and autonomous

O Liveh enthusiastic and energetic

□ Asse live and outspoken

Careers :

ENTI s are likely to stay in occupation that provides many new challenges. They

can be inv ntors, scientists, journalists, trouble shooters, marketers, promoters, computer

analysts, hotographers, sales people, etc., or almost anything that it interests them to

become.

Strengths at work :

□ ENT 3s are idea people. They are entrepreneurs who are always sharing or selling

theii next great idea and attempting to generate some enthusiastic support tor it.

□ ENT 3s have tremendous zest for life. Academically alert, ENTPs often have widely

dive se interests. It is common for them to carry on many projects at once, not

alw; -ys related to one another. To each of these, they will bring high energy,

ima ination and creativity.

O Anc ner strength is their relentless drive for competency in themselves and others,

to s se life as a daily challenge, to compete, to stretch, to share learning, always to

stri e to improve oneself and others. Such a spirit captivates every entrepreneur

anc its just such a drive for more and more competency that gives birth to crazy

ide s, and brings them to fruition, and moves the world a little farther.

41

□ Collei^jues and subordinates can easily get tired of the ENTPs restlessness and

insati ble appetite for improvement and thus get frustrated.

□ ENTF 3 are unable to follow through on their exciting ideas. That is, implementation

of id« as is a problem.

□ Anotf er weakness of ENTPs is their extreme mood swings that can mark their

day-t *-day existence.t

O ENTI s often suffer with inability to cope effectively with facts and reality. When

deta s and deadlines pile up.lhe ENTP can either run away to a new idea with

only lart of the solution. They may use their part to make themselves think that the

entir • project is completed, the result is a half done job or at worst a total failure,

eithf * of which undermines the ENTPs sense of competency.

Parenting :

The ENTP sees parenting relationship as an opportunity for growth and development

of everyo e involved. Children of ENTP parents will be introduced to all things like books

gadgets, 'ads, etc. which are used to challenge them. Most ENTP parents generate

more ide s and possibilities per day than their children will ever be able to work with.

This itsei can be tiring and very frustrating for the child. ENTP's most basic principle of

child rea ing is helping the child realize and expand their self.

As childt mi

EN "F children are often whirlwinds. Lots of friends, laughter, projects and ideas

fill their *orking hours. Each new day is a new opportunity to design systems, challenge

42

friends, an scheme.

Teach ng that encourages exchange of ideas and arguments, challenges and

projects is veiling for an ENTP, whereas routine, redundant, rigid or overly detailed is

boring. Asj gnments may be completed late or early and may be done sloppily. If dull or

unchalleng ng in their original form, the ENTP student may even change or reconstruct

assignmen s in the name of 'learning'.

Potential s eas for growth :

□ If the - have not developed their thinking side, they may not have reliable ways to

evalu ate their insights and make plans to carry them through. Then, they go from

enthi siasm to enthusiasm with little to show about in concrete terms.

□ If the * have not developed their intuition they may not take in relevant information

and evelop insights unrelated to current reality.

ESTJ - Li e's Natural Administrator:

Character atica.;

EST s like to organize projects, operations, procedures and people, and then act

to get thir :s done. They live by a set of clear standards and beliefs and make systematic

efforts to -follow them. They expect the same of others as they value competence,

efficiency and results.

EST Is like an objective approach to problem solving and are tough when situation

requires 1 Dughness. They use their thinking and past experiences primarily externa ly to

organize heir lives and work and have little patience for confusion, inefficiency or half

way measures. ESTJs are likely to be logical, analytical, objectively critical, decisive,

43

clear and . ssertive. And, hence, are efficient administrators. ESTJs are likely to be

practical, r ;alistic and matter-of-fact, systematic and pragmatic.

ESTJ > can be quite gregarious and generally enjoy interacting with people,

especially ground tasks, games, tradition and family activities. They take relationship

roles serio isly and fulfill them responsibly.

How other may see ESTJs :

□ Cons : entious, dependable and overpowering

□ Deck ive, outspoken and self-confident

□ Othe s rely on ESTJs to take charge

Careers.; -

EST, s like jobs where the results of their work are immediate, visible and tangible.

They have a natural bent for business, industry, production and construction. They also

enjoy adn histration where they can set goals, make decisions and give the necessary

orders, th sy also enjoy careers like teaching, school administration, surgeons, and site

superviso s and lawyers. They could be entrepreneur.

Strengths at work :

□ The ESTJ is the proverbial jack of all trades. Given to accountability, responsibility,

proc uctivity and results, this type is remarkable just about anything they do. Tnese

can ce found in leadership positions in almost all professions.

□ It is :he special combination of hands-on perception and analytical judgement,

foci ssed outward and set in a lifestyle of structure, schedule and order. That makes

44

ESTv 3 administrators of the world.

O EST\ s often do well academically, which allows them to carry the proper credentials,

and ley use those credentials in a very authoritative way demanding respect.


□ Bece jse ESTJs are a 'take-charge type' with very high control needs and because

of th -ir severe sense of accountability, they do not cope well when things do not

go a planned. They lack tolerance for disorganisation, tardiness and sloppiness

or in ippropriate behaviour.

□ EST s have real trouble listening to subordinates, or anyone else whom they define

as u qualified to render an opinion.

O EST s chain-of-command mentality may produce behaviour that on the surface

seer s inconsistent, hard-charging, take-charge but high ranking ESTJs can appear

hen- secked at home.

Parenting :

EST parents have sharply defined roles and each family member is expected to

respond £ ocording to the roles defined. When ESTJs expectations are carried out things

tend to g • smoothly for all concerned. The problem comes when the child has more

resistanc to the ESTJs control, or is more driven to self determination.

Farr iy and parenting are ampng the certral and motivating commitments of the

ESTJs lif . Hard work, tight schedules and solid merit based rewards are hallmarks of

the EST^ parents' life.

45

As childrer :

ESTJ are socially active, take-charge types. In general, ESTJs children play hard,

give orders to all, including parents, and want two main things that -

(i) their )arents be parents and act accordingly, and

(ii) that s tructure, schedule and deadlines be imposed upon them by someone.

ESTJ chile ren are both responsible and testing types in school, and (in school) that the

teachers s hould be organised, be good role models, dress appropriately, be decisive

and follow lesson plan. ESTJ students will respond and prove to be rather scholarly

students i nd somewhat argumentative.


□ If th« y have not developed their sensing, ESTJs may decide too quickly before

usin<) in enough information. Then, their decisions will reflect their previously formed

judg sments or biases.

□ If ETTJs have not developed'their thinking, they may not have a reliable way of

evaljating information and thus end-up making inconsistent or overly harsh

decisions.

ESFJ - £ /eryone Is A Trusted Friend:

Ghaiafite Mies.:

Pec pie with ESFJ preferences radiate sympathy and fellowhip. They concern

themselv ss chiefly with the people around them and place high value on harmonious

human contacts. They are friendly, tactful, sympathetic, persevering, conscientious,

46

orderly ev n in small matters) and inclined to expect others to be the same. They are

particular!- warmed by approval and sensitive to indifference. Much of their pleasure

and satisfi ction comes from the warmth for people around them. ESFJs concentrate on

the admin ble qualities of other people and are loyal to respected persons, sometimes

to the poir of idealizing whatever they admire.

They nave the gift of finding value in other people's opinions. Even when opinions

are in cor^ict, they have faith that harmony can somehow be achieved and they often

manage t > bring it about. To achieve harmony, they are ready to agree with other's

opinions v thin reasonable limits.

The> are mainly interested in the realities perceived by their five senses, so they

become p aetical, realistic, and down-to-earth and focus on the present. They take great

interest it the unique differences in each experience. ESFJs appreciated and enjoy

their possessions. They enjoy variety but can adapt well to routine. They do not like

work which demands mastery of abstract ideas or impersonal analysis.

ESF .s are energized by interaction with ethers and genuinely interested in others’

lives and concerns. They act in traditional and accepted ways.

How others see ESFJs :

□ Soc able, outgoing, enthusiastic and energetic

O Org mized and orderly

□ Committed to preserving traditions

Career?.

ES Js are at their best in jobs that deal with people and in situations where

47

cooperatic can be brought about through goodwill. They are mostly found in jobs like

teaching, p -eaching, selling, medical, secretaries, clergy, nurses, home economists and

cosmetolcx ists. Their compassion and awareness of physical conditions often attracts

them to he «lth related professions where they can provide warmth, comfort and patient

caring.

Strengths .t work :

□ ESF. 3 motivate and encourage workers to accomplish goals, and they provide

thorc jgh formal work settings.

□ They can remember names and birthdays and do little niceties throughout the day

for tf sir subordinates.

O To tie ESFJs, relating differently to each individual is part of the awesome

resp nsibility of effective leadership.

O The ESFJs are punctual, neat, responsible and highly productive. They have great

consarn for others. A sense~of duty, loyalty and ethical commitment to the

orga «isation are embedded deeply in them.

Weaknei; csafwor.k,j

O The good nature is constantly tested by others and when pushed to the limit they

are Tvore likely to acquiesce than to held fast and as a result they are taken

adv. ntage of. The residual anger may be carried home and directed to friends or

farr y members. In either case, it is an issue that ought to have been dealt with at

wor .

O Per aps even more serious is their tendency to avoid conflict. A simple raising of

48

the vc ice in hot argument or simple disagreements can be interpreted by an ESFJ

as ex reme hostility.

Parenting

The child of an ESFJ parent probably feels loved and generally satisfied, although

somewhat 'estricted by the "shoulds" and “oughts* coupled with constant advice to put

work before play. ESFJs are generally very patient with children, although even patience

can be su jject to other demands and responsibilities. An ESFJ parent is likely tc be

looked up« n as being somewhat strict, but still very loving and caring.

As childre 1 :

ESF. children bring the graciousness, caring and puncutuality to their young lives.

They tend to be neat and easy to be around. At school, ESFJs like teachers who stick to

a lesson 4an and "follow the rules". They respond well in such situations with good

work hab is and punctually completed assignments. Many of the qualities desired by

teachers ome naturally to ESFJs. They are helpful, cooperative and eager to please.


□ If they have not developed the sensing qualities, ESFJs may not take in much

info mation before making decisions and will then jump to conclusions before fully

und irstanding a situation.

□ If ti ey have not developed their feeling qualities, they may be tentative and

uncertain, accepting the judgements of others rather easily.

49

ENFJ - Si tooth Talking Persuading :

Character sties :

Peof e with ENFJ preferences are highly attuned to others using empathy to quickly

understan I emotional needs, motivations and concerns. As they find the best in others

their focu: is on supporting others and encouraging their growth. ENFJs are catalysts,

drawing o t the best in others, they can be inspiring leaders as well as loyal followers.

ENF. s base decisions on personal values. They use their feeling primarily externally,

radiating ' -armth and energy. They prize harmony and cooperation. They are warmed

by approv 1 - responding with energy and devotion and especially sensitive to criticism

or tension . They are warm, compassionate, supportive, loyal and trustworthy.

ENF. s see meanings and connections where others do not. They are curious about

new ideas and stimulated by possibilities for humanity. They are imaginative and like

variety an i new challenges. Their genuine interest can usually draw out and involve

even the lost reserved person. They listen to and support others but also have very

definite vs ues and opinions of their own opinion which they can express clearly. ENEJs

are energ :ed by people and are socially adaptable. They also have a strong need for

authentic ntimate relationships. *

How othet 3 see ENFJs :

□ Soci ole and personable

□ Concanial and gracious

□ Expr -ssive, responsive and persuasive

50

personal c inflict. Work that involves too many specific details, and abundahce' Of paper

work or to: much time alone will be boring to them. They are especially drawn to religious

organisations, academia and psychological services and approach these careers with

enthusiasm and commitment. They are natural teachers and preachers. They like jobs

of clergy, ictors, entertainers, writers and artists.

Strengths at work :

□ Thesj smooth talking persuaders are life's sales people, and once an ENFJ is

conv need that you need the product in question, you will become putty in his hands.

He wll combine the perfect combination of words and rapport to clinch the deal.

□ The overall work style of the ENFJ is affirming and they feel that people need to be

happy with one another, caring well beyond their individual job descriptions. ENFJs

have a listening ear for others' troubles and may even be offended if one isn't

willirg to bare all that is friends are for, according to ENFJs.

□ As a udging type, they usually have enough natural need for closure that deadlines

get net and production requirements get fulfilled, though some immediate inter-

pers inal need may momentarily sidetrack them.

□ The* have a capacity to inspire others. They focus their attention on others. They

can Drove inspirational and encouraging specially when things may be going badly.

Th&$ serve as a constant barometer, sensitive to the people and the situation, can

kee: the entire process task-oriented.

51

O Anotlar strength is their inter-personal skills.

Weakness s at work :

□ They overpersonalize negative reactions to their ideas and ideals.

□ ENF.. s can display an almost demonic character if their values are questioned. For

the E -JFJ to go against their values is like going against the universe.

Parenting

Pare ting, for the ENFJ is a responsibility and a pleasure. Children are young.

Lives for t em just waiting to be moulded in thei' value system. Unlike most other types,

ENFJs do t wait for a child to grow. Instead, right and wrong, good and bad, whatever

models th< y carry are imposed on the child in a very warm, supportive and clearly defined

environnru nt. A child will know where an ENFJ parent stands on most matters, and how

he or she s expected to behave. When behaviour is appropriate, affirmation abounds.

Negative ehaviour makes an ENFJ parent feel like a failure often.

As childre m.

The verbal skills of ENFJ children develop early and stay with them. They are

often ad ised to become public speakers, preachers or announcers when they grow

up. ENFJ children want strokes from adults. They are also hero worshippers, often

imitating nose they idolize, whether it be a parent, teacher, sibling or anyone else who

has had a dramatic influence on them. ENFJ children are often teacher's pet and parent's

favourite:. Learning for ENFJs is also an imitation of their heroes. Family events are

fun for tl am and they can assume the responsibility for making events entertaining,

harmonic js and enriching for all.

52

Potential t eas for growth :

□ If the have not developed their intuition, ENFJs may not see possibilities, making

decis on too quickly without taking in enough information or considering all factors.

□ If the * have not developed their feelings, their decisions may be inconsistent and

poorl - formulated. They may then accept the judgements of others too readily.

ENTJ - Li 3's Natural Leaders :

Peop « with ENTJ preferences are natural leaders and organisation builders. They

concepts ize and theorize readily and translate possibilities into plans to achieve

objectives They readily see illogical and inefficient procedures and feel a strong urge

to correct hem. They live to organize people and situations to get them moving in the

right direc ion.

ENT s use their thinking primarily externally and are thus, natural critics. They set

their own tandards and are forceful in applying these to others, to organisations and to

themselvt 3. They value intelligence and competence and abhor inefficiency. They can

be tough \ hen the situation calls for toughness. ENTJs are likely to be analytical, logical

and objec ively critical, decisive, clear and assertive.

ENT is are excellent solvers of organisational problems. They are keenly aware of

the intric le connections within organisations and are action oriented and strategic.

They thin . ahead, anticipate problems, devise broad plans and systems, and marshall

the huma • and material resources to achieve goals. They are generally disinterested in

routine m .intenance type activities, prefering the stimulation of new challenges including

stimulate 3 interactions with people. They often challenge statements and behaviours

expecting that others will defend them and that will result in mutual learning. ENTJs

53

prefer the tnings be settled and clear out but their love of ideas can pull them into wide

ranging i: uitive exploration and discussions.

How othe 3 see ENTJs :

□ Dire i, challenging and decisive

□ Obj* ctive, fair and stimulating

CflESMS

EN" is are seldom content in jobs that make no demand upon their intuition. They

are stimi ated by problems and are often found in executive jobs where they can find

and imple «ient new solutions. They are likely to be lawyers, managers, mortgage brokers,

administi tors and scientists.

Strength: at work :

□ The have the basic leadership qualities such as enthusiasm, vision, objectivity,

and accountability.

O EN* Js understand that success is measured in terms of what is accomplished, not

in t "ns of how much one is liked by others. As a result, they readily accept the

har reality that they may make enemies in making decisions for the good of the

org ciisation. Like all 'TJs' they would rather be right than liked.

O Anc her strength is their ability to balance a vision of the future with an ability to

tak risks. Because they are structure oriented, they make better entrepreneurs.

□ Foi :hem all of life is learning, so one is forever a student.

□ EN .Js pride themselves on their independence, and it is a legacy they would give

54

to th ir subordinates.

Weakness ;s at work :

□ ENT s biggest drawbacks are their arrogance, their impatience and their

inser sitivity.

□ But t ley tend to look down upon those who do not learn to make connections as

read y as they do. They are not shy about informing others of their opinions of

therr

□ Bees use ENTJs have quick minds and readily see what needs to be done to move

an c ganisation or system towards progress, they can become impatient and

abrasive when others are not equally perceptive and quick. Participation and

conssnsus building are waste of time for them.

□ The\ are blunt, curt and direct in their communication which can bruise egos or (at

wors ) cause a revolt.

Parenting i

As farents, ENTJs see children as fun because they are young minds to be

encourag d, enlightened, and stimulated. The ENTJs style of living is fairly compulsive.

Family m rrbers must know their responsibilities within the system.

As cliildnn :

ENT J children are rather direct with both their peers and adults. Though they are

often bos y and argumentative, they make friends easily, are quick willed and gregarious

and have strong needs, to include others and be included by others in everything they

do from vorking to studying to partying. In the eyes of peers, ENTJ children can be

55

simultaneausly respected for their capabilities and resented for the obnoxious,

overpowe ng conviction that accompanies their ideas. Competitive in almost anything

they do. E *'JTJ children start early to criticize their own shortcomings.

Teac-.ers, ofcourse may not always understand these attributes, and the result is

(often) so ~ie very hostile moments of power struggles that the student is likely to lose.

Potential reas for growth ;

□ If they have not developed their intuition, ENTJs may make decisions too quickly

with ut considering alternatives or exploring possibilities. In this case, their

deci iveness can become dictatorial.

□ If th vy have not developed their thinking, they may not have a reliable way to

evaUate their insights and make plans. Then their decision making will be

inco sistent and changeable.-

56

ENNEAG AM

HISTORY 3F ENNEAGRAM :

The nneagram which is pronounced as 'Any - A - Gram" is the map of human

nature wh ch people have long sought. Although the Enneagram is ancient, it is

remarkabl contemporary because_human nature has not changed. The Enneagram

which has oeen transmitted to us from history's unknown masters of wisdom represents

a profoum understanding of human nature. It has been kept alive because it works.*

One *f the basic problems of Enneagram is that its exact origins are lost to history.

No one re illy knows precisely who discovered it or where it came from. Some writers

maintain t at the Enneagram first surfaced among certain orders of the Sufi's, a mystical

sect of Isl im which began in the tenth and eleventh centuries; others speculate that it

may have originated as long ago as 2500 B. C. in Babylon or elsewhere in the middle

east. But hese are mere speculations.

No r after how or where it was first used by the secret brotherhoods of the Sufi's,

the Enne gram was totally unknown in the West until quite recently. The credit for

transmits »g the Enneagram goes'to George Ivanowitch Gurdjieff ( 1877-1979), an

adventure *, spiritual teacher, mystic, and seeker of what might be called practical secret

knowledc j about human nature. Despite the many books written about his life and the

many inv stigation into the sources of his teachings, Gurdjieff still remains an enigma.

Some pe»pie think that he was little more than a charltan, while others feel that his

importan e as a spiritual guide and practical psychologist has been vastly underrated.

It is diffic jit to get to the truth of these opposing opinions since Gurdjieff was secretive

about his activities purposely cultivating a charismatic and mysterious aura about himself.

What is ndoubtedly true, however, is that he had a profound impact on everyone who

met him His disciples have been debating about him and the meaning of his vast,

57

complex s.stem of thought since he died.

Although Gurdjieff has not given any clear indication about how and where he was

given the knowledge of Enneagram it was nevertheless through his transmission that

the Enneagram became known in Europe in the 1920s first at his school outside Paris

near Fon ainebleau, the institute for the harmonious development of man. The

Enneagran was subsequently transmitted, along with the rest of Gurdjieff's teaching

through snail private study groups in London, New York and around the world.

Ihg-3Sanaintofi)pn of Enneagram: 4

Unknown Origins (in Babylon or

£Sufi Orders.(14th or 15th Century A. D.)

%Gurdjieff Ichazo(C. 1910) (C. 1960)

•o 4-Gurdjieff Study Groups Arica Institute

4ClaudioNaranjo

-oThe Jesuits_____

£ £Other Teachers Don Richard Riso

Figure 1

It is necessary to know merely a handful of concepts to understand how the

Enneagram works because many distinctions are required to describe personality types.

However, the theory of Enneagram is subtle and complex.

The Strut :ure of Enneagram :

Aith .ugh the Enneagram may look confusing at the first glance, its structure is

58

actually s -nple. There are nine equidistant points on the circumference of the circle.

Each poin is designated by a number from one to nine ( 1 to 9 ) with nine at the top by

conventiot and for symmetry. Each point represents one of the nine basic personality

types. They are interrelated with each other in certain specific ways, as indicated by the

inner lines of the Enneagram. It helps to understand how the Enneagram is constructed.

Poin s three, six and nine form an equilateral triangle. The remaining six points

are connected in the following order: (Figure two)

one *=>four «=*>two «=> eight «=s>five «=> seven <=>one

The Triais :

The Enneagram is an arrangement of nine personality types in three triads. There are

three per: onality types in the 'Feeling Triad', three in the 'Doing Triad', and three in the

'Relating Triad'.

Mos out of touch relating (9)

Ove developed relating (8)

Overdeveloped doing (7)

59

Mos' out of touch with doing (6)

Und* -developed doing (5)

Over ieveloped feeling (4)

Mos out of touch with feeling (3)

Ove developed feeling "(2)

Und rceveloped relating (1)

The hree personality types of each triad are not arbitrary. Each type results from

a 'dialecti consisting of a thesis, antithesis and synthesis of the psychological faculty

character sing that triad. In each triad, one of the types overdevelops the characteristic

faculty of fie mind, another type underdevelops the faculty and the third is most out of

touch.

Feeling T ad :

□ The wd has overdeveloped its feelings, expressing only its positive emotions while

reprissing its negative ones.

□ The nree is most out of touch with its feelings, projecting an image which substitutes

for i snuine feelings.

□ The x>ur has underdeveloped the personal expression of its feelings revealing

itsel indirectly through some form of art or aesthetic living.

DoingIii-iiO The ive is underdeveloped doing, it substitutes thinking for doing, endlessly going

aro» id in ever more complex, yet isolated thoughts.

O The six is most out of touch with its ability to act in its own without the approval of

an ; Jttiority figure of some sort.

□ The seven has overdeveloped its ability to act, becoming hyperactive and manic

unti it flies out of control.

60

Relating ~-iad :

□ The eight has overdeveloped its ability to relate to the environment, seeing itself

as t gger than everyone else.

O The nine is most out of touch with its ability to relate to the environment as an

indi’ idual since it identifies with another living through someone else rather than

bec< ming independent.

□ The one has underdeveloped its ability to relate to the environment in the sense

that r. feels less than an ideal which it constantly strives to attain.

□ No f Tatter which triad the basic personality is in, everyone has the ability to feel,

do £ ~c relate to the environment. One personality type is emerged out of the nine

bee; use the psychological development beginning in childhood has emphasized

one acuity over the remaining two. But this does not mean that the remaining two

fact lies are not also a part of us. They are, and we are who we are because all

thre? faculties operate in an ever changing balance to produce our personality.

The Wine j

it is mportant to understand that no one is a 'pure' personality type. Everyone is a

unique m xture of his or her basic type and one of the two types adjacent to it on the

circumfer *ice of the Enneagram, One of the two types adjacent of the basic type is

called th* WING.

The basic type dominates the overall personality while the wing compliments it

and adds important and sometimes contradictory elements to the total personality. The

wing is tte ‘second side* of the overall personality.

Direction, of Integration and Disintegration :

The nine personality types are not static categories, they are open-ended, allowing

for psych:logical growth and deterioration.

61

The r jmbers on the Enneagram are connected in a specific sequence. The way

the numb* red points are connected is significant psychologically because the lines

between e *ch of the types denote the direction of integration (health, selfactualization)

and the di ection of disintegration (unhealth, neurosis) for each personality type. As an

individual aecomes more healthy or unhealthy they move in different 'directions' as

indicated / the lines of the Enneagram, from the basic type.

The rection of disintegration for each type is indicated on the Enneagram by the

sequence :<f numbers 1>-4>-2>'8>-5>-7>1. This means that if a neurotic one

deteriorate 3 further, it will be to fouT; a neurotic four will deteriorate to two, a neurotic

two will d» eriorate to eight, a neurotic eight to five and a neurotic five to seven and a

neurotic srven to one. Likewise on the equilateral triangle, the sequence is 9 > 6 >• 3

■> 9; a ne ;rotic nine will deteriorate to six, a neurotic six will deteriorate to three, and a

neurotic t 'ee will deteriorate to nine. This disintegration can be seen by following the

directions of the arrows on the Enneagram below :

EiguzeSThe direction of integration is indicated for each type by the reverse of above

62

sequences Each type moves towards increasing integration in a direction which is the

opposite o its unhealthy direction. Thus, the sequence for the direction of integration is

1 > 7 > E >- 8 > 2 > 4 > 1; an integrating one goes to seven, an integrating seven

goes to fixe, an integrating five goes to eight, an integrating eight goes to two, and

integrating four goes to one. On the equilateral triangle, the sequence is 9 >► 3 > 6. ►

9; an integ ating nine will go to three, an integrating three will go to six, and an integrating

six will go o nine. This integration can be seen by following the directions of the arrows

on the Enr eagram below :

9

It is mportant to understand that the directions of integration and disintegration

are metaphors for psychological processes occurring in everyone. There is no literal

movemen a'ound the Enneagram rather there is symbolic way of indicating how a specific

personality type will either integrate beyond the state it is in.

Besi Jes the above, Enneagram go with certain postulates. They are :

1. Peof-le do not change from one personality to another. People do change in many

way; throughout their lives, but their basic personality do not change.

63

2. The •escription of the personality types are universal and apply equally to males

and • i males.

3. Not e #erything in the description of the basic type will be applied all the time to all

perse' = . This is because people fluctuate among the healthy average and unhealthy

traits ii-at make up their personality type.

4. Enne igram uses numbers to designate each of the personality types. The principal

reasc' for their use is that they are indeterminate. Because they are value neutral,

they aply the whole range of traits for each type without indicating anything positive

or neptive about it, using numbers is an unbiased, shorthand way of indicating a

lot at: jt a person. The numerical ranking of the personality types is not significant.

A lar c number is no better than a smaller number.

5. No p* isonality type is inherently better or worse than any other. Each type has its

partic - ar strength and weaknesses and it is extremely useful to know what they

are.

First Ascription of each type (points) is presented in the following pages.

ONES - Pi RFECTIONISTS ;

They are realistic and principled and live upto high ideals.

Characteristics :

Perfectionists work towards perfection, avoid errors and

evils. Self denial causes anger to Ones and unmet needs

generate resentment. They find an outlet for anger through

correcting error and championing social causes. They are

contentious and monitor own actions, they think right, do

right and be right. They feel guilty about not meeting high

internal standards. They are dedicated workers even work

64

can block Pleasures. They worry about decisions as they are afraid of making a mistake.

They have superb critical powers and are effective organizers and analysts.

Ones at their best :

They are ethical, reliable, wise, fair, honest, orderly and above all very responsible

and self-d sciplined. They are hard working and try to make the world a better place.

They are easonable and try to put facts together for figuring out wise solutions. They

are dedicated in everything they do. They are motivated by the need to live their life the

right way, including improving themselves and the world around them.

Ones at tf eir worst :

They are inflexible, dogmatic, anxious, jealous, critical of others and overly serious,

they are t ncompromising because- they are too idealistic. They themselves try to be

best so thay have high expectations from others and when these expectations are not

fulfilled th jy become disappointed. They sometimes adopt pessimistic thinking that what

they do is never good enough. Because they try to be perfect everywhere they are

perfectly ; tressed.

Ones app eciate that :

□ Thei achievements should be'acknowledged.

□ The} should be told that their advice is valued.

□ Thei responsibility should be .shared so they do not have to do all the work.

□ When they get uptight their worries should be heard first, lightened up and

encc uraged to laugh at themselves.

□ The' are hard to themselves, they should be reassured that they are using the

perfect way.

Kev motivations of Ones :

The^ want to be right, to strive-higher and improve others, to justify his or her own

65

positions, t be beyond criticism so as not to be condemned by any one.

Ones as chidren :

They re very responsible. They hold back negative emotions because they try to

be good aid perfect. They try to live upto the expectations of parents and teachers.

They critictee themselves if they expect that others would criticize. They do not want to

do things t ose they think would not Come out perfect.

Qa&&..as..£af&Dl§..;

They each their children responsibility and very strong ethics. They are disciplined

firmly and *re consistent and fair.

Careers O es choose :

They are very efficient, organised, responsible. The more analytical of their type,

are in management science and law enforcement, the more people oriented of their

type are found in health care, education and religious work. Since they do things in a

professional ethical and honest manner, they can be a good car mechanic, surgeon,

dentist, banker and stock broker.

Ones in lc<e and intimacy :

Perfectionists are very much critical of others. They shatter under criticism.

Appearan *s matter a lot to them. Committed to perfection, Ones believe that a good

relationsh o should consistently produce only good thoughts and feelings. Perfectionists

suffer for ne faults of others. They feel responsible for a loved one's errors while at the

same tirrn feeling guilty because only a bad person should be angry or disillusioned or

sad abou their relationship.

Ones at \rork :

□ The like specific guidelines,, schedules and accountability. They keep track of

detc I.

66

□ They look for evidence of ethical character, discipline, manners, appearance,

respect.

□ They orefer to focus on work rather than work relationship.

□ They are devoted to work for its own sake and take pleasure in a job well done.

□ They work hard for the right cause, for the good leader, for the competent team.

□ They compare own efforts to others and keep scores of what others do right and

wron }. They will defend others if they are right and airs the grudge if they are

wron j.

O They want rewards for effort and competence but will not ask. They may displace

resertment over non recognition into details and petty interactions.

□ The perfectionists find it hard to delegate responsibility because they are afraid to

be w ong. They avoid risks as risks lead to mistake, they don't take chances if they

are coubtful. They wait till the’ doubt is cleared.

Ones duri m free time :

They are often involved in community service group. Some work for humanitarian

causes. T ley often work-out diet for good health or feel guilty if they do not. They are

usually excellent students.

The.wing? j

The personality may blend into or be influenced by the types on either sides. A

strong wi*g can make a big difference in the personality of the individual.

THE C NES WITH A NINE WING :

The traits of the Ones and those of a Nine wing tend to reinforce each other. Both

com >onent types tend to be removed from the environment: the Ones because it

rela es to ideals and the Nine because it relates to idealisations of people rather

thar to people themselves. The result is that Ones with a Nine wing are somewhat

67

disconnected from others, impersonal, more relaxed, objective and emotionally

cooler.

THE O JES WITH A TWO WING :

The waits of One and those of a Two are in some degree of conflict with each

other Ones are rational and impersonal, while Twos are emotional and involved

with aeople. The Two wing softens the One's tendency to be overly harsh and

judgt mental. Ones with Two wing will attempt to be caring and personal to the

exter t that thoughtfulness and love of neighbour are among their ideals.

Figure 6 : shows the winas and dynamics of Ones

The dvna nics of the Ones :

THE t IRECTION OF DISINTEGRATION (THE ONES GO TO FOUR) :

When neurotic ones goes to four, they become profoundly depressed, hopeless

and emotionally disturbed. They are prey to extreme guilt, self-hatred, and

emcaionally tormented from which it is difficult to reemerge. There seems to be

nothing worthwhile outside themselves to which they can reattach themselves, no

ideels with which they feel worthy of association. It finally becomes clear to them

68

that tf ey themselves are the real cause of their problems, their hypocracies, hatreds,

their contradictions and twisted passions.

THE Dl SECTIONS OF INTEGRATION (THE ONES GO TO SEVEN) : . •

Ones exercises too much control over their feelings and impulses. The essence of

the rrove to Seven is that integrating Ones relax and learn to take delight in life.

They team to trust themselves and reality, becoming self-affirming rather than

controlled and constricted. They discover life is not always grim and serious :

Happ ness is a legitimate response to existence. Integrating Ones progress from

oblige *ion to enthusiasm, from certainity to freedom of action. They are more relaxed

and poductive, more responsive to the world and much happier.

Practical s.oaestions and exercises :

1. SELF r WRTURING : .

□ They should spend some time each day doing some activities which they like

gardf ning, watching movies, playing a sport, being with friends etc.

□ They should try to be aware of what they themselves want and learn to ask for it.

O They should take a class in stress reduction, meditation or yoga, and practice it.

O They should take vacations to get away from work and "compulsory work".

□ They snould learn the importance of humor in life, for this memorizing jokes,

colle 4ing cartoons and watching some comedy shows would be the best.

2. RECOGNIZING AND WORKING WITH ANGER :

□ They should check themselves when they feel hurt and defensive, they may make

sarci Stic or cynical remarks.

O They should learn to accept that anger is a normal and useful human emotion.

□ If the v are not aware of what is beneath their anger they should ask themselves,

like c may be some disappointment and sadness.

69

□ They should not pressurize themselves and others to live upto unrealistic

expecetions, it may lead to more frustration and anger.

3. WORK

□ They hould evaluate their job and make sure it is appropriate for them and also

fulfilli g.

□ They tray ask others to help them so that they do not do more than their share of

work. *

□ They siould try to do certain things quickly although imperfectly so that they can

get o to next job or go home on time.

□ Inste d of being disappointed by the past mistakes, they should try to remember

past ccomplishments they are proud of.

4. RELAT OMSHIPS :

□ They should learn to forgive themselves and others for faults and mistakes.

□ They should learn to appreciate other's way of doing things that may be different

from Jieirs.

□ Whe they want to criticize or correct someone, either they should keep quiet or

surrc jnd themselves with positive remarks as to what they want to say.

□ Thei lone of voice may upset of frighten people so they should try to be aware of it.

Daily affir nations for Ones :

□ It is UK if they relax and enjoy themselves.

□ It is UK even if they make mistakes.

□ The are perfect as the way they are.

□ The will ask for what they want and need.

□ The will learn not to take themselves so serious.

70

TWOS - HELPERS ;

They are warm, concerned, nurturing and sensitive to

others' need.

Characteristics :

They ensure love by being helpful and manage other

peoples' lives by pleasing and supporting them. Different

aspects of self emerge to meet the needs of others. A self

for the team, a self for the boss, many selves for private

life. At its best, this giving is altruistic and generous. Twos

gain approval, adapt to please others and avoid own needs.

They feel ^ride in being needed, being in control of people's lives and being

indispensab e. It is hard to recognize own needs by Twos. Their needs are not met by

helping othe - people.

Twos at the i best :

They ;re loving, warm, caring, adaptable, attentive, insightful, generous,

enthusiastic. They tune to people's feelings and are able to express their positive feelings

towards ot rers. They very easily, relate with others, make friends and maintain

relationships They are careful about other people's needs and try to make other's life

better. The / are fun loving with a good sense of humour. They are very sensitive to

other peop e s feelings. They make their partners feel special and loved.

Twos at tht it worst :

They ire indirect, manipulative, possessive, hysterical, overly accommodating and

overly derronstrative. They become upset by the thought that others don't tune with

them as th ^ tune with others. They work so hard to consider that their real feelings are

suppressed They are drained by overdoing for ethers. It is difficult for them to say no to

71

anybody.

Twos appreciate that :

□ Peo rle share fun times with thorn.

□ Peo :ie give them importance.

□ The > are criticized gently.

□ Peo:le appreciate them.

O Oth-» should take interest in their problem.

Key motivations of Twos :

Two;, want to be loved, to express their feelings for others, to be needed and

appreciate, to coerce others into responding to them, to vindicate his claims about

themselves.

Twos as :hildren :

The* are very sensitive towards criticism. They work hard to please their parents

by being telpful and understanding. They can be dramatic in order to get other people’s

attention They love to be popular among other children.

Twos a$ : a rents..;

As :arents, they are fiercely protective. They could be good listeners and love

their chikren and they are also warm and encouraging. They are playful with children

and always wondering if they are giving enough to their children.

Careers Twos choose :

They are usually easy going with other people. So they are in the helping type of

professk is for example, secretaries, assistants, decorators or clothing consultants.

Twos in ove and intimacy :

Tht 4 want to be the central figure in the life of their spouse. They lay heavy

emphasis on relationships which make them vulnerable to rejection and loss. They are

72

likely to s k>w big emotions like anger and getting hysterical which are the signals of

unmet needs. They are likely to be inexperienced with real intimacy because their sexual

and emotional feelings have been repressed in the interests of altering to attract attention.

Twos need to be assured that they are loved by their spouse even if Twos do not meet

their partr ars* need.

Appreciation is like oxygen to Twos. Their best comes forward in response to the

best in ot »ers. They are usually buoyant, energetic people who bring their enthusiasm

and drive to relationship where they-feel needed. Twos help selectively and specifically

rather than randomly or generally. They are commonly attracted to physical beauty, to

potential!- successful people, and to helping those abused by life.

Ims-sUt aril •□ The- have complicated strategies. They back favourites. There is often a recognized

coni- ct between an ambition to be first and wanting to please.

□ The ' work for the respect of important people in the field, the powerful elite. They

thin ; that safety lies in pleasing the authority and fear opposing them alone.

□ Twcs take own identity from authorities who can offer support. They are highly

responsive to approval and encouragement and are crushed by disapproval.

O Twcs keep tabs on office interactions and keep association with "worthwhile" people

and sidestops who are not.

BKttELriuMDa.tog.lima

They enjoy socializing with family or friends, caring for children, making their home

warm an i inviting, gardening, reading, working for charitable organisations, having new

experienres in the outside world etc.

The wine 5

The personality may blend into or be influenced by the types on either sides. A

73

strong wini can make a big difference in the personality of the individual.

THE T "OS WITH A ONE WING :

The ' v/os traits and those of a One wing tend to conflict with each other: Twos are

emotcnal, interpersonal and histrionic while Ones are rational, impersonal and

self-c cntrolled. The empathy and.interpersonalism of the Twos are counterbalanced

by tf 3 more objective orientation of the One wing. There is a strong conscience

and desire to act on principles so that a person of this subtype will try to treat

othe 3 fairly, no matter what their emotional needs are although because Two is

the tasic type, they will probably feel conflicts between the head and heart.

THE 1 VOS WITH A THREE WING

The Two's traits and those of the Three wing tend to reinforce each other - both

type relate easily to people. They turn charming, friendly, self-assured, ambitious,

outgsng and competitive. ThS elements of competitiveness and the desire for

succ ass and prestige are mixed with the traits of the Twos.

9

74

The dvna lies of Twos :

THE t RECTION OF DISINTEGRATION (THE TWOS GO TO EIGHT) :

Whe neurotic Twos go to Eight they are in no position to deal constructively with

theit aggressive impulses. Their bitterness, their desires for revenge and self

vind sation are directed to those who have frustrated their desire to be loved. They

strik; at those who have not responded to them as they have wanted. The hatred

whirr was suppressed comes pouring out and is openly expressed against those

abort whom Twos feel have not loved them sufficiently in the past and this hatred

turns into violence and destruction.

THE C RECTION OF INTEGRATION (THE TWOS GO TO FOUR) :

Whe • healthy Twos go to Four they get in touch with their feelings, especially their

aggnssive Ones, becoming aware of themselves as they really are. Twos accept

the p tesence of their negative feelings as fully as they accept their positive feelings,

not c nly acting on negative feelings but acknowledging the feelings in themselves.

Intec ‘ating Twos can rightly feel that they are no longer loved just for what they do

to ot-rers.

Practical .uggestions and exercises ;

1. SELF ESTEEM :

□ The1 should exercise, meditate, and walk alone to bring the focus back to

then selves.

□ The^ snouid give themselves some of the attention and pampering that they usually

give others.

□ The\ should go to a counsellor regularly to learn how to discuss their own problem.

□ The^ should learn to value love and other things they have in life, instead of

focu sing on what is missing.

75

2. ASSER VENESS :

O They should learn to say no when they feel that request of other people would be

too stressful for them.

□ if the feel that undue advantage is being taken of them, they should speak up as

reasciably as possible right then.

□ They should try to be aware of their angry feelings as they have a tendency to get

over stressed and cry instead of dealing directly with what made them angry.

3. RELAT ONSHIPS :

□ They should try not to advice until asked for.

□ They should try to be what they want to be instead of what others want them to be.

□ They should learn to accept graciously when people give them something.

4. CO-DEPENDENCY : . •

□ They should be slow when entering a new relationship. They should get infromation

and re objective.

□ They should not try to rush into another relationship when the need arise. They

musf take time to find out why the relationship failed, and get to know themselves.

□ They must avoid relationships with needy or unavailable people.

□ They should not rescue people, instead they should allow others to be responsible

for t >eir own behaviour.

Daily Affi mations for Twos :

□ The are as important as everyone else.

□ It is important for them to receive love and help.

□ The * will speak up for what they want.

□ The* do not have to give to be loved.

□ It is mportant for them to spend some quality time by themselves.

76

THREES - ACHIEVERS:

Threes are energetic, optimistic, self-assured and goal

oriented.

Characteristics :

They win love through achievement and image. They are

high powered and high profile at work and are very sensitive

to status. Their focus of attention is achievement,

productiveness, performance, goals, tasks and results. They

are competitive and efficient in avoiding failures. They have

a very poor access to emotional life because their heart is

in work. They have a multitrack mind focussed on a single goal and for this they can

change role: and image. Free time brings anxiety so they pack vacation with activity.

They are everts and overvalue their own ability. They are effective leaders, good

packagers, nd competent promotefs.

Three,? 3t.tl-jar best :

They £ -e optimistic, confident, industrious, efficient, self propelled, energetic and

practical. Tl ey value and accept young partners. They are giving, responsible and well

regarded bi others in the community they are friendly and provide well for their family.

They stay well informed and are competent to get things, to work efficiently. They are

able to reccrar quickly from setbacks and to charge ahead to the next challenge. They

have the at li:y to motivate people.

Threes at their worst :

When Mey turn negative, they are deceptive, pretentious, vain, superficial and

overly comf; atitive. They are preoccupied with work and projects. They are self absorbing,

defensive, mpatient, dishonest and controlling. They can not put up with inefficiency

77

and incon retence. They often compare themselves with others and fear being

unsuccess .1. They strive hard to hang on to success. They are hard working ail the

time so its sxhausting for them.

Threes ap :*eciate that :

□ They should be left alone when they do their work.

□ They should not be burdened with negative emotions.

□ They should be told by others that they like being around them.

□ They like to be helped to keep their atmosphere harmonious and peaceful.

Kev motivrions of Threes :

The} want to be affirmed, to distinguish themselves from the others, to receive

attention, z- be admired and to impress others. To be successful in life and avoid failures.

Threes as children :

The; have worked hard to receive appreciation for their work. They have been well

liked by o ~er children in their class or school. They were active children in school. They

have silefty kept themselves busy working on their own projects.

Threes a; parents :

The * expect their children to be responsible and organised. They are consistent,

dependal e and loyal. They often have to struggle between wanting to spend time with

their children and to work more.

Careers ~>rees choose ;

Because they are hard working, goal oriented, organised and decisive, they are

mostly in management or leadership-positions in business, law, banking, computer field

or politic;.

Threes it. love and intimacy :

Thraes feel loved for their achievements not for who they are. They frame

78

relationship as an important task that can be built. They expect appreciation from their

mate. Thrtes have the tendency to “do* feelings, for the activity to replace affect and to

adopt the cle of the perfect lover with a script of endearing things to say. Threes look

forward tc t~eir mates to tune out negative feedback as they are intolerant of 'darker'

emotions. Threes becomes especially anxious when activity is suspended and feelings

begin to c ime forth.

Intinaie life of Threes take on a picture book quality. A cute couple, an ideal family.

There are enormous personal rewards in encouraging family interests, in raising healthy

children i making life work. Committed to productivity, Threes can fall into relating as

an activit Love is fused with a appearance of well being. An activities schedule, things

to do for ie house for the kids and for their mates.

Threes a work :

□ The assume own ability, they are instant experts.

□ The priority is to be efficient and save time by taking short cuts and doing several

thir js at once.

□ Th*;es feel rage when tasks and goals are interrupted. Anger is usually task

spe lific.

□ It it more important for them to be respected for the ability as a worker than being

liked.

□ Th “33s project a high profile image. They exert power over people and compete

for eadership roles.

□ Tt>?y are machine like achievers, they want a clear path to success. They work for

denned goals, avoid failures, switch the tracks to find the presentation that works

ar : want rewards for effort and get intolerant if the returns are ambiguous.

79

Threes dir no free time :

The^ enjoy socializing or doing volunteer work for charities and political campaign.

Some are I kely to spend time working on hobbies and projects.

IhsjmmL-L

The personality may blend into or be influenced by the types on either side. A

strong wing can make a big differertce in the personality of the individual.

THE ~ WEES WITH A TWO WING *.

Threes traits and those of a Two wings reinforce each other. Threes with Two wings

hav€ extra ordinary social skills : they like to be among people and enjoy being the

cent = of attention, they are often charming and posses some degree of warmth

and :ositive feelings for people. They usually want a particular kind of affirmation

from others and want to be loved.

THE - WEES WITH A FOUR WING :

The traits of a Three and those of Four wings produce a complex subtype whose

trait: often conflict with each other - the Threes are interpersonal types whereas

Foues withdraw from contact with others. Threes with the Four wings look more

like Fours than Threes : they can be quiet, sensitive, imaginative, more introspective,

subt jed in demeanour and have aesthetic sensibilities. Because some self

awa eness is also part of the picture, people of this subtype have more potential

for gaining self knowledge and developing their emotional lives than Threes with a

Two ■»ing.

80

9

Figure 10 : shows the winas and dynamics of Threes

The dyna nics of Threes :

THE t RECTION OF DISINTEGRATION (THE THREES GO TO NINE):

The jnderiying with Threes is that they are out of touch with their feelings. A move

to Nine intensifies this problem, they deteriorate into a psychotic like condition,

into a dream world from which Threes think they will not awake. They become

apa hetic, indecisive, neglect themselves and possibly numb out with even more

wore, drugs, food, alcohol or excessive sleep. They also begin to experience

moments of anxiety, emptiness and disinterest.

THE DIRECTION OF INTEGRATION (THE THREES GO TO SIX) :

Wh ?n Threes go to Six they commit themselves to someone else, exposing

themselves to the fear of being neglected. They value what's best for the group,

get more in touch with their feeling realising that their value is not diminished by

doi ig so. Their commitment to a relationship helps them to understand that they

are still accepted and therefore have a firm foundation to begin to develop

the~selves and develop their consciences.

81

Practical sioaestions and exercises :

1. RELAXATION AND SELF NURTURING :

□ Sine* over doing can cause physical and emotional problems, time should be

sche:uled to take rest daily, practice meditation, include massages and steam

bath

□ Time tor activities which are valued besides work should be taken out.

□ Inste ad of regretting for what they miss, they should learn to appreciate the present

leve ©f success and accept it.

O The* should take vacation leaving all their work at home.

2. at w~: rx :

□ The should realise that others may not be as efficient as they are.

□ The should show their appreciation and acknowledge others' contribution.

□ The, should not be overharsh in making decisions.

□ Th&f should explore the work that satisfies their inner-self,

3. REL* KINSHIPS :

□ Thor should include time for family and friends.

□ Thy© should give a sympathetic ear to the problem, told to them by their loved one.

□ The j should not forget to appreciate their partner.

□ The* should volunteer some work for the sake of giving.

□ Th-*y should search for truth in other people's criticism for them.

4. AS BARENTS :

□ Th .y should check high expectations imposed by them on their children which

nru / later on create emotional problem.

5. FE -JNGS :

O Tl- ey should become aware of the difference between their real feelings and feelings

82

they “put on" because they seem to be appropriate for the occasion.

□ They s ould allow themselves to be vulnerable and express their hurt and

disapp intment.

Daily Affirmations for Threes :

O My fee* ~gs are at least as valuable as my accomplishments.

□ The me st profitable work I can do is to take time to relax and to grow.

□ I measure my worth by my own standards.

Fours experience their feelings and search for the

meaning of life and avoid being ordinary.

Characteristics :

Fours long for love, want what is unavailable, for away

and hard to get. They are attracted to the moods of

melancholy, amping up ordinary life through loss, fantasy

and artistic connection. They feel different from other people

which make them feel unique. They long for missing

ingrediants for happiness, the absent lover, a distinct friend,

union with : cd, etc.

Fours at th. ir best :

They ire warm, compassionate, introspective, expressive, creative, intuitive,

supportive L'd refined in their behaviour. They have the ability to establish warm relation

with people and to find meaning in life. They can experience feelings at a deeper level.

They have aesthetic sensibilities, intuition and sense of humour. They are empathetic,

supportive gentle, playful, passionate and witty in their relationships. They are self

revealing, “hey admire what is noble, truthful and beautiful in life.

FOURS - ROMANTICS

83

Fours at th ik worst :

They are depressed, self-conscious, guilt-ridden, moralistic, withdrawn, stubborn,

moody, set absorbed. They are sometimes jealous, emotional, self-righteous and overly

critical. Th ry are hurt and self-rejected easily. They expect too much from themselves

and their ife. They long for what they don't have. They experience dark moods of

emptiness and dispair. They feel guilty when they disappoint other people.

Fours app eciate that ;

□ They should be given lots of compliments, compliments mean a lot to them.

□ Othe s should give them respect for their special gifts of intuition and vision.

□ They should be lightened up a little when they feel melancholic.

□ They snould be helped to love and value themselves.

Kev moti*^:ions of Fours :

The. want to understand themselves, to express themselves in something beautiful

to withdre w to protect their feelings, to take care of emotional needs before attending

to anythi g else. -

Fours as children :

The / have been very sensitive. They believed that they are missing something

that othe people had. They had active imaginations and can play creatively alone. They

become ebellious when criticized or not understood well. They might be in a habit of

attaching Ihemselves to idealised teachers, heroes, artists etc.

Fours as parents :

Th : v support their children's creativity and originality. They are sometimes overly

critical <x overly protective. They are good at helping their children to get in touch with

their fee ~>gs.

84

Careers F( irs choose :

They can inspire, influence and persuade through art for example, music, fine art

and the w iten or spoken words (poetry, novels, journalism, etc.). Many of them can

successful y work as psychologist, or counsellors. Some of them take pride in small

business.

Fours in levs and intimacy :

The Dasic aim of Fours' life is emotional contact. When feeling is triggered

everything else seems pale. When the heart is touched, Fours have an impulse to follow

those feeliigs, to abandon caution, to be emotionally met. Fours want absolute emotional

presence f*om their partners. The search for love develops early. Fours protect

themselves by presence and distance. They seduce and reject. They must have their

partner when they abandon them, but things are less certain when their partners want

to commit Fours live in a changing emotional climate. They need a pillar and an anchor.

Connectic n of the heart are fragile and moods shift easily.

Fours at wo-k :

□ Fouis want distinctive work which calls for creativity, even genius and unique

approach to business life.

□ Fouis must feel respected in the workplace for personal vision and ideas.

□ Effic iency depends on moods for Fours. Attention gets displaced from tasks when

emctbnal life takes over.

□ Fou s want to be connected to special authority, to those in the field who stand for

qua tty rather than popularity.

□ The / are aggressive and cutting towards competitors or peers in the same fields

and are attracted to successful people outside their sphere of interest.

□ Fours do not flourish in a work environment that requires class cooperation with

85

other who are more skilled, more valued or better ones,

Fours durirq free time :

In the * free time, they enjoy spending time with children and maintaining important

and close riendships. They appreciate nature, pursue spiritual interests and attend

musical, a'istic and literary programmes. They enjoy roaming in book stores, shopping

in boutique etc. They often express themselves rather creatively.

The winas :

THE R URS WITH A THREE WING :

The -aits of the Four are in some degree of conflict with the traits of the Three

wing Fours are introverted, withdrawn, vulnerable and self-aware whereas Threes

are e traverted, popular, well-defended and lack self-awareness. Fours with a Three

wing tend to be more extraverted, upbeat, ambitious, flamboyant and image

cons ious.

THE F *URS WITH A FIVE WING :

The 'aits of Fours and of Fives tend to reinforce each other. Both are withdrawn

typet; Fours withdraw to protect their feelings, Fives to protect their security. Fours

with i Five wing will be markedly more observant of the environment, particularly

of tf i other people. There is an intellectual depth and intentisty which is not found

in of ers. Fours with a Five wing are probably the most creative of all types because

the^ combine intuition with insight, emotional sensitivity with intellectual

corr jrehension. They are introverted, intellectual, idiosyncratic, reserved and

depressed.

86

9

Figure 12 : shows the winas and dynamics of Fours

The dynamics of Fours :

THE C SECTION OF DISINTEGRATION (THE FOURS GO TO TWO) :

Fou'j have always wanted and needed people and their move to Two is an ironic,

unin ended acknowledgement of this. When Fours move toward Twos, they try to

mar pulate others into loving them in the mistaken belief that another's love will

reph ce their own emptiness and lonliness. They deny and repress their own needs,

and oecome overly dependent.

THE i> RECTION OF INTEGRATION (THE FOURS GO TO ONE) :

Wtv: n the Fours go to One, they move from the world of subjectivity to the world of

objectivity, from self-absorption to principled action. They are no longer controlled

by T’eir feelings, but by their convictions, acting on principles rather than moods.

The,, become more self-disciplined and grounded in the here and now, do more

proi>tem solving and become more practical. They accentuate more of the positive

anc ess of the negative. They act on their strong ideals and principles and become

lesi controlled by their feelings.

87

Practical s -ingestions and exercises :

1. SELF ESTEEM :

□ They s-iould be proud of all their special gifts, talents and accomplishments.

O They should devote themselves to the task of self-discipline.

□ They should value living in the present.

□ FourL should commit themselves to the creative work to bring out the best in

themselves.

□ They should try to fulfil the needs that were not met in their childhood.

O They should try to make everyday duties and responsibilities creative or playful.

□ They should try to develop in themselves the qualities that they admire or envy in

othe s.

2. RELA* KSNSHIPS :

□ Foun should be direct and specific about stating what they want and what they

don' want.

O The' should deal with interpersonal issues quickly instead of withdrawing from

ther*.

O The- should try to be obejctive and not overpower people With their emotions.

3. FEEL MGS AND EMOTIONS :

□ Fou = should write down their feeling in the strongest language possible in a letter

that t~ey wan’t mail.

□ When they have trouble controlling emotions, they should become a detached

obsr-ver.

4. AVO a NG DEPRESSION :

O They should focus on positive aspects of life.

□ The y should get out of the house, and keep moving.

88

□ They £ ould try to express their depression creatively in poetry, music, dance or

art.

O They siould develop good habits of sleeping, exercising, eating, and working

optima hr.

Daily Affirrmt ons for Fours :

□ They ui value each day, no matter how imperfect.

□ They vli relax and enjoy the present.

□ They ane beautiful, capable, and loveable, just as they are.

□ They c;nbe as kind to themselves as they are their best friend.

Fives need to know and understand everything and be

self-sufficient.

Characteristics :

Fives are preoccupied with privacy and non-involvement,

storing knowledge and the essentials of survival. They value

emotional control, prefering structured events, known

agenda and time. They are detached from love and charged

emotion, needing privacy to discover what they feel. Fives

like protected work environments, no interruption, limited

windows of ontact. The detached stance produces reliable clear minded analysis. They

watch life Foti the point of view of an outside observer which leads to feeling isolated

from the ev^ its of ones own life.

Fives at th f t best:

They -ire persevering, sensitive, wise, objective, perceptive, self-contained. They

stand back and view life objectively. They don't get caught up in material possessions

FIVES - OE3ERVERS :

Figs'9 13

89

and status. They are calm even in crisis. They have a sense of integrity and do what

they think i; right and don't get influenced by social pressure. They come to a thorough

understancfcng, perceive cause and effects. They are trust worthy, kind, perceptive and

self-sufficient.

Fives at th»-:r worst:

They -.re intellectually arrogant, stingy, stubborn, distant, critical of others,

unassertive and negative. When they turn worst in relationship they become contentious,

suspicious withdrawn and negative. They are slow to put their knowledge and insights

out in the >orld. They feel bad when they act defensive. They have trouble expressing

some of th dr thoughts succinctly. They can not watch people with less intelligence or

technical s dll doing better professionally because of their better social skills.

Fives appi jciate that :

□ They I ke straight forwardness briefings in discussion.

□ They prefer to be alone to process their feelings and thoughts.

O If tf*!y are seen alone, others should understand that they are feeling

uncc ifortable.

□ They should be shown the feeling of welcome.

□ Whe* they are in their privacy then they tend to avoid parties and loud music.

□ They tend to become emotional in these situations.

□ If th*y were to repeat things, and become irritated it may be because they are

tryir» ! to express their thoughts in the first place.

Kev moti^-Ltions of Fives :

The. want to understand the environment, to gain more knowledge, to interpret

everythin*} as a way of defending the self from threats from the environment.

90

Fives as Jiildren :

As ciildren they spend a lot of time alone reading and making collections etc.

They hav: ew special friends, not many. They were bright and curious and did well in

school. T ey have independent mind and often questioned their parents and teachers.

They are : ensitive and avoid interpersonal conllicts. They felt intruded upon, controlled

and neglered.

Fives as parents :

The*, are often kind, perceptive and devoted. As parents they are sometimes

authoritar an and demanding. They may expect more intellectual achievements from

their chile an than is developmental^ appropriate for their age. They are often intolerant

of their chi jren's strong emotions.

Careers F ves choose :

The* are often in scientific, technical or other intellectually demanding fields. They

have streig analytical skills and are good at problem solving. They are likely to be

counsellc s, musicians, artists or writers. They usually like to work alone and are

independ-.it thinkers.

Fives in levs and intimacy :

Part ers of Fives feel frozen out by them. They feel unconnected and neglected.

Fives havn delayed reactions, their feeling surface when they are alone, they find intimacy

in private erverie. Great tenderness can develop without the need for words or prolonged

personal contact. They express intimeay in known verbal ways because Fives sense

that feeli-js can surface more easily if they need not be spoken. They give lots of

support to tieir partners when they are free of personal obligations and don't feel forced

to respon ;.

91

Fives at wok :

□ Fives work hard for the rewards of privacy and the freedom to perceive personal

interest.

□ They freeze when unexpectedly questioned on spontaneous reaction. They need

to wirdraw to figure things out.

□ They value emotional decision making. They use feelings as a key for decisions.

□ They appear to be at a loss of control, and can visually see through flattery and

char *natic leadership.

□ AtterSon gravitates to those in the environment and feel their intrusion. They often*

find t hard to concentrate in the presence of others.

□ Five^ need predictability, want to foresee in order to be prepared.

□ Five ; strictly avoid conflict.

Fives dm no free time :

The? enjoy reading books, learning about a subject in depth, having stimulating

discussic ts with friends, going to concerts, museums and lectures, playing intellectually

challenging games, travelling to study foreign cultures and customs.

The wine; :

THE IVES WITH THE FOUR WING :

The traits of the Fives and those of the Four wing are often in conflict with each

otbHf. Fives are cerebral and holding experience at arms length. While Fours

internalise everything to intensify their feelings as they combine possibilities for

ou janding artistic and intellectual achievement. They find union of intuition and

kn: wiedge, sensitivity and insight, aesthetic appreciation and intellectual

endowments. Fives with the Four wing tend to be more creative, sensitive and self

at orbed.

92

THE F <=S WITH THE SIX WING :

The ! aits of Fives and those of the Six wing reinforce each other, combining to

prod ice a difficult personality type to sustain a realtionship with. They have

probtems trusting others because their Fives and Six wing reinforce anxiety, making

risk 3 king in relationship difficult hence their interpersonal relation becomes erratic.

Thesa tend to be more loyal, anxious and cautious. They are extraordinarily hard

work ~g caring little for their own comfort and much more for the fulfillment of their

duties.9

Figure 14 ; shows the wines and dynamics of Fives

The dynamics of Fives :

THE :**ECTION OF DISINTEGRATION (THE FIVES GO TO SEVEN) :

Wlirn neurotic Fives deteriorate further to Seven, they act impulsively erratically

and lysterically. They go totally out of control and become scattered and destructive:

The=f are irrational, have extremely poor judgement and make poor choices about

wh :h actions to take.

THE DIRECTION OF INTEGRATION ( THE FIVES GO TO EIGHT) :

93

The Fives go to Eight.

They no longer identify just with their thoughts, but also with the objects of their

thouc nts. The have overcome their fear of environment to learn to trust it. Hence

their self-confidence grows and they becoime more out-spoken arid spontaneous,

more asserted. They become energised and motivated by their anger instead of

withe rawing from it.

Practical itiaaestions and exercises :

1. GETTHG OUT OF HEAD AND INTO DOING :

□ They should try to become more active by taking up creative or sports activities.

□ They should value being in present.

□ Five should take risks and speak up even if they fear appearing foolish.

O They should go for psychotherapy or body work to learn to express their feelings.

2. RELA' WNSHiPS:

□ Whe* they are in a group, they should beware of any desperate urge to prove they

knovr something.

□ They should let others know it when they are important to them.

□ Whei they feel tendency to give to others, they should go ahead and do it.

□ Five i should ask for what they want, and set their limits first.

Daily Affiliations of Fives :

□ Imteractions and experience are necessary for real understanding.

O The" will experience being an individual fully when they empty themselves of their

preconceived ideas and categories.

□ The ' don't have to be the smartest person.

94

SIX - QUESTIONERS ;

Sixes are responsible, trustworthy and value loyalty to

family, friends, groups and causes. Their personality range

broadly from reserved and timid to outspoken and

confrontative.

Characteristics :

Sixes question love and rosy future, they are afraid to

believe and be betrayed. They turn to their intimates for

reassurance. They are procrastinating, they think more and

do iess.They have high goals often incompleted. They have

problems w th authority either,submitting or rebel against authority. They have amnesia

about success and pleasure. They question other people's motives especially authorities.

Sixes at ther best :

They i *3 loyal, likable, caring, warm, compassionate, witty, practical, helpful and

responsible They have intellect. They are committed and faithful to family and friends

and eompar sionate towards others. In relationships, they are open, supportive, honest,

fair and refecle.

Sixes at the it worst:

They are hyper vigilant, controlling, unpredictable, judgemental, paranoid,

defensive, igid, self-defeating and testy. They exhaust themselves by worrying and

scanning fcr danger. They are too critical of themselves when they have not lived upto

their expectations. They fear being abandoned or taken advantage of. They face constant

pull and pui ~ involved in trying to make up their mind. In relationship, they are suspicious,

controlling, inflexible and sarcastic. They either withdraw or put on a tough act when

threatened

95

Sixes apprsciate that :

□ Others should be direct and clear while talking with them.

□ They are heard carefully.

□ They should not be judged fdr their anxiety, they should be made to laugh and

make jokes with.

□ They should be pushed gently towards new experiences.

□ They ever react, so it should be tried that others who are in contact should not

overraact.

Kev motivations of Sixes :

They want security, to be liked and have the approval of others, to test the attitudes

of others t awards him, to fight against anxiety and insecurity.

Sixes as ch Idren :

They are anxious and hyper vigilant and anticipate danger. They form a team with

best frienc or parent. They look to authority to protect them and / or question authority

and rebel. They are generally from unpredictable families, they borrow fearfulness of

overly an> ous parents.

Sixes as f arents :

Thev are often loving, nurturing and have a strong sense of duty. They worry very

much that :heir children will get hurt. They are sometimes reluctant to give their children

independf nee. They sometimes have trouble saying no and setting bondaries.

Careers £ xes choose :

The} can be found in any career. They are often attracted to the justice sytem, the

military, tl te corporate world and academia.

Sixes in love and intimacy : .

Sixes are strong in ideas and imagination and weak in follow through. A romance

96

that initials seemed interesting suddenly becomes doubtful. Desire is frightening for

Sixes beer jse they want something, they want relationship but it might not last. They

would like id try but it makes them afraid. They can be fully committed to a realtionship

always - f lysically, financially, and emotionally - but still have doubts. A long term

relationship include periods of questioning. Expressing doubt is a way to gain trust but

this can b* a real pain to the partners of Six. The Six want to affect their partners rather

than be a*ected. They find it frightening to have their own desires aroused, to realize

that they tie vulnerable to what others do.

Sixes at work :

O The^ have strong analytic powers. Attention shifts to questioning and examining

the c ~posite position, This develops clarity.

□ Six overvalues authorities, power, invest in those who project an authoritarian image

with 1ar more power than they actually possess. They feel weakened by

com rarisions.

O The- react against own weaknesses by either seeking protection from authority or

rebel against them.

□ The find it hard to keep moving forward effectively when success begins to

mat siiaiize and hard to focus when there is no opposition.

□ The^ try for super-hero status. As a compensation for inner anxiety.

□ The* test an argument and are sensitive to the weak spots in any position.

□ Sixes have a tendency to diminish a powerful success, blowing it and loosing

opportunity.

Sixes dtrna free time :

Thr / have a lot of energy and are often very busy. They often enjoy physical

exercise and nature. Some of them belong to groups that help under privileged. The

97

counter-ph ibic of their types frequently engage in dangerous activities or join rebellious

groups.

The winas

THE SI CES WITH THE FIVE WING I

The t aits of the Six and the trait of a five wing are in some degree of conflict with

each ether. The general orientation of Sixes is towards dependency on others,

while tie orientation of Fives js toward detachment from people. Sixes with the

Five ving can be very interesting individuals, they may have a strong intellectual

stream of introversion.

THE S XES WITH THE SEVEN WING :

The raits of the Six and the traits of a Seven wing reinforce each other. This sub-

type s more clearly extroverted, more interested in having a good time, more

sock, ole, less intentionally focussed upon either the environment or itself. They

desi e not only to feel accepted and secure with others, but also happy, particularly

with regard to material well-being.9

Figure 16 : shows the winas and dynamics of Six

98

The dvnarrkss of Sixes :

THE 0! SECTION OF DISINTEGRATION (THE SIXES GO TO THREE ) :

Wher Sixes go to Three they no longer turn their aggression against themselves;

inster d they turn it against others to see them suffer. Going to Three marks the

erupt on of their sad and aggressive feelings in undiluted form. Aggression towards

other i have been building for some time but they usually hold it in check as much

as pc ssible so that they can elicit love and protection from others. They avoid

feelirg anxious by always being busy. They become reluctant to try anything new

if the 3's any possibility of failing.

THE D SECTION OF INTEGRATION (THE SIXES GO TO NINE ) l

Wher Sixes go to Nine they need to resolve their ambivalence and their anxiety

abou themselves. Sixes at Nine are much more emotionally open, receptive and

sympathetic toward people and, as a result, their emotional spectrum goes wider.

Integrating Sixes are emotionally stable, peaceful and self-possessed. They fully

oven ome their tendencies to depend, and instead become more autonomous and

indet sndent persons on whom others can and do rely. They can reassure and

suppr rt others rather than seek reassurance and support from others. Integrating

Sixe- at best attain not only security but the ability to trust others.

Practical : jggestions and exercises :

1. self Confidence :

□ The} should be around trust worthy, accepting and encouraging people.

□ The\ should take notice of and believe in what positive things people say about

then and keep in mind that they can change and overcome their fears.

O The; should be satisfied with their own work and way of living, shouin't wait for

som ibody to appreciate them and their work.

99

□ Sixes should remember that it is okay to make mistakes.

2. work :

□ They should acknowledge themselves for being a hard worker and should try to

focus on their strenghts.

□ Sixes should break jobs into small parts and do them one at a time.

□ They should be patient when others move at their own pace rather than at theirs.

3. ANXIE y AND FEAR : •

□ Sixes should not call themselves lazy when they are relaxing.

□ They should take up meditation, breathing and visualization exercises or join stress

reduction classes.

□ Sixei should check up facts when they become anxious of something.

O They should observe their fears without judging themselves as having them.

Daily Affirmations for Sixes :

□ Bein: prepared means trusting whatever each moment brings.

□ The^ are strong, calm and can do this.

□ The^ are okay today and will be okay tomorrow.

□ Thev are learning to trust their own decisions.

100

SEVENS - A DVENTURERS :

Sevens need to be happy, plan enjoyable activities and

want to contribute to the world.

Characteristics :

A Seven's world is full of options, ideas and adventures.

They seek stimulations, want to keep the energy up and

experience joy of the mind. They replace deep or painful

feelings with positive alternatives. They focus more on self

and do not notice peoples' need or pains. They avoid conflict

with the authority and get angry when ability is questioned.

Sevens valie spontaniety and are fear types who move forward into friendly contact

with people.

Sevens at tl air best :

Seven; are fun loving, spontaneous, imaginative, productive, enthusiastic, quick,

confident, c arming, curious and have various interests. In relationship, Sevens are

light heartec generous, outgoing and caring. Sevens like to introduce their friends and

loved ones o new activities and adventures. Being optimistic, Sevens do not let life’s

troubles to :et them down. Sevens are outspoken with guts to take risks and to try

exciting adventures.

Sevens at their worst :

Seven; are impulsive, rebellious, undisciplined, possessive, restless and self

destructive. Most of the time Sevens run short of time. They are defensive, opinionated,

distracted aid narcissistic in relationship with others. They rarely complete things they

start as the ' get lost in plans.

101

Sevens appreciate that :

□ They are not told what to do.

□ Othe s listen to their stories and appreciate their vision.

□ They are accepted the way they are.

□ Companionship, affection and freedom from others.

Key motiv itions of Sevens :

They want to be happy, to have fun and amuse themselves, to do and have more

of everyth ng to escape anxiety.

Sevens as children :

Sevens are active and adventuresome. They like to live in company of others rather

than living aione. They dream of having freedom when they grow up. They drum up a lot

of excitenrent.

Sevens a; parents :

Seve ns as parents are enthusiastic and generous. They want their children to face

new adve itures in life. They may be too busy in their own activities to be very attentive

to childre*.

Careers Sevens choose :

Sevc ns may have several careers or jobs where they travel a lot like pilots, flight

attendant i, or photographers. Some of them may like using toots or machines or working

outdoors Some of them may be in helping professions like teachers, nurses or

counsellor. People of their type are not likely to be found in repetitive works. They like

challenge and can think quickly in emergencies.

Sevens ir love and intimacy :

Sevens want their mates to adore them and want high levels of stimulations,

adventurt-s and multiple options of activity. Sevens want to be with partners who mirror

102

their own h gh self-image. They take a multidimentional approach to intimacy. They get

facinated b / the various aspects of their mates and want to do many different things

with their mates and will support their dreams and activities. Sevens have trouble staying

with negati/e emotions. Their mindimmediately goes away to positive options. When

their partners insist to discuss negative impacts Sevens feel as if they are forced to stay

with something unpleasant.

Sevens at vork :

□ They ire excellent performers in open ended projects that do not move into routine.

□ They network, plan, synthesize ideas and approaches.

□ They lave inner sense of capability and high self-worth. They measure self against

other; to keep this sense of self alive.

□ Seve is have a tendency to bend people’s minds in order to get their support, they

refron, objections and puffs the possibilities and also puts forward a lucid idea

without considering backup. They also offer convincing generalities with lots of

little oopholes and suggestions that sound like promises.

□ Sevens are delightful to work with, carl be forgiving and creative during hard times.

□ They offer sweet solution to authority problems, they want to equalize authority,

whic i comes out either as a fair peer arrangement or as a situation engineered to

ensure that no one is allowed to give orders.

□ Sevens can become insistent about impractical ideas and inefficient approaches.

□ The’' prefer ideas and theories for implementation.

Sevens during free time :

Sev ?ns enjoy travelling, flirting with danger like rock climbing, driving fast, etc.

They alsc enjoy interesting and playful conversation, learning new things, make plans

for evente which are full of fun, experimenting with new recipies, going to concerts,

103

movies, pi iys with operas, reading and working for some cause.

The winas

THE SL VENS WITH A SIX WING :

The t~aits of Sevens and those of the Sixes are in certain amount of tension with

each :»ther. Sixes are oriented toward people while Sevens are oriented over things

and experiences, both types are dependent; Sixes depend on finding approval

from rthers while Sevens depend upon environment to be happy. Sevens with the

Six wings will attempt to find satisfaction for themselves, while looking to other

peopfe as additional source of Stimulation and happiness. They are more loveable,

loyal, endearing, responsible and anxious.

THE SI VENS WITH EIGHT WING :

The fcaits of the Sevens and those of the Eight wings produce a personality

comb nation which is very aggressive in two ways : in the demands they make on

the e Tvironment and in the strength of their egos to enforce their demands. They

are enthusiastic, self-confident, self-asserter, practical, competitive and

materialistic. g

Figure 18 : shows the winas and dynamics of Seven

104

The dynam cs of Sevens :

THE DIF BCTION OF DISINTEGRATION (THE SEVENS GOES TO ONE ) I ’

When Sevens go to One they throw all their energy into some direction by which

they t ope to regain a sense of control. They become judgemental of themselves

and o hers and blame others for preventing them from having fun. They become

obsessive about an idea of reject. Their thinking gets disturbed and become

impulsive and violent.

THE Dt tECTION OF INTEGRATION (THE SEVEN GOES TO FIVE ) :

When Sevens go to fives they become involved with things in depth and hence

becone quieter, introspective and objective. By internalising their experiences they

create their anchors so they need to find stability and security in their lives. They

bring t~e full force of their skills and talents and become more productive by

contro_ting something original to the world.

Practical suggestions and exercises :

1. healti:

□ They should cultivate healthy habits of eating, sleeping and exercises. Some of

them have the tendency to go to extremes and neglect their health.

□ They should take up exercise programme.

□ They should be careful in not to take excess eating or drinking when they are

stressed. '

2. stress :

□ They should try to be happy with what they have instead of focussing on what they

want

□ They snould not neglect problems hoping as they will go away. They should try to

find r end or counsellor to talk with about their worries.

105

□ They -hould not always see the positive side of life but also take into account the

darke side of it so that they should live in reality and balance,

3. RELATI MSHIPS : .

O Time should be spared for intimacy with their partner.

□ They should be tactful and sensitive and try to see life from others point of view.

□ They s*e often self centered, they do not realize what they want.

□ They snould be prepared for hearing facts about themselves that could be useful

in imf -oving themselves.

4. work :

□ Seve is should not expect others to keep up with their fast pace.

□ They should be attentive on what they are doing in the present instead of what

others think they might be doing.

□ They should think that hard work will pay off because they often think that it is not

worth doing.

□ They should seek a career where their ideals can be put into action.

Daily Affir nations for Sevens :

D They have enough, there is enough, they need no more.

106

EIGHTS - A SSERTERS :_ /

Asserters are direct, self reliant, self confident and

strong. They avoid feeling weak or dependent.

Characteristics :

Eights express love through protection and power, they

set rules in their life. They control positions and personal

space. They are concerned more about justice and fair use

of power. They find it difficult to take in other points of views

to their own view. Eights present themselves excessively -

too much and too loud. The style of attention is on extremes

either fair c- unfair no middle ground which leads to denial of personal weakness and

ability to exercise appropriate force in the service of others.

Eights at thsir best :

Eights are authoritative, loyal, energetic, practical, protective and self-confident.

They can tctoe all the enjoyment out of life. They are courageous, straight forward and

honest. The y can meet the challenges head on. They are supporting and protective

from those close to them. They are loyal, caring, truthful, positive, generous and

supportive n relationships.

Eights at thair worst :

Eights are controlling, rebellious, insensitive, domineering, self centred, suspicious

and aggressive. In relatioships, they are demanding, arrogant, possessive,

uncompron sing and quick to find fault. They get restless and impatient with other

people's in competence. They also get angry on people who do not obey rules or when

things do ro* get right. They never forget injuries and injustice - they can scare away

people witf :heir bluntness.

107

Eights app sciate that :

□ They should be left alone.

□ They s-nould be acknowledged about the contributions but not be flattered.

□ They siould not be gossipped about nor their trust should be betrayed.

□ They !i<e others to be strong, confident and direct.

□ They Ike people who stand up for themselves.

Key motive-t ons of Eights ;

They want to be self-reliant, to act in their own self interest, to have an impact on

the enviro*inent and to prevail over others.

Eights as iiildren ;

Eighte are independent, they have inner strength and fighting spirit. They sometimes

feel lonely “hey can figure out others' weaknesses. They can attack physically or verbally

if provoked. Since they perceive themselves as the strongest ones they are likely to

take chare = in the family.

Eights as parents :

Thes are sometimes overprotective. They are often loyal, involved with children's

affairs and devoted towards children. They can be at times controlling and rigid.

Careers E ahts choose :

As t~ey are authoritative, strong and self reliant type of people and since they

want the needom to make choices they are often self-employed. They have a strong

need for f nancial security. Many are entrepreneurs, business executives, lawyers, military

officers, «ion leaders and sports figures. They are also in teaching, the helping and

health professions. They prefer careers in which they can demonstrate their willingness

to accep* lesponsibility and take on to solve difficult problems.

108

Eiphcs in love and intimacy :

Eights are partners who are indepedent and strong and they enjoy fighting a

adventure as ways of making contacts. The main concern of Eights is personal freedc

they hate to feel controlled. Their seemingly dominant behaviour is an effort to me

sure :nat nobody dominates them. They place extreme value on indepedent relationshi

dependency makes them powerless. They mistake tenderness for dependency and

the} deny soft feelings. Eights are extremely direct and they tell their partners wi

the} want. They feel and act in their own interest without considering the consequenc

The* partenrs have to question Eights directly because they rarely question their o

mot-es. They focus on personal goals so they may not be aware of their partnc

feel'g. They can offer incredible support to their loved ones and bring excitement t

intensity to a relationship.

Eights.,at-work,,;□ They control the office hierarchy, set limits to ensure self protection and may ;

compromise as weakness. .

□ They assume leadership and focus attention to others who are strong contend!

□ The anger of Eights is direct and hold no grudges if anger is expressed. They

their own opinion as their correct approach.

□ They are concerned about justice and protection.

□ Eights want to know where everyone stands and provoke to get clear answer.*

Eirtits during free time j

They like intellectual or physical challenges like wrestling or debates. They

erergetic and often like outdoor enjoyment.

109

The wing;

THE 3GHTH WITH SEVEN WING :

The iraits of the Eights and those of the Seven wing produce a very aggressive

subt»pe because each of the component type is aggressive. They are highly

extrt «erted, enterprising, energetic, quick and ego centric.

THE I'GHTS WITH NINE WING :

The traits of the Eight and those of the Nine wings are in some degree of conflict

with each other. Individuals oflhis subtype are more oriented to people and less

ass« ‘live, less aggressive and receptive. They are more at ease with themselves

and others. They mainly involve with art, nature and children.

Figure 2Q.;.abflMflt to.e.-wing$.mg dynamos of Eights

The dynr~nics of Eights :

THE » SECTION OF DISINTEGRATION ( THE EIGHTS GO TO FIVES ):

Wh =n Eight goes to Five, the temptation is the union of absolute power and perfect

saf«<*y which is an unmatched combination. They isolate themselves from others

anc can no longer act effectively in defending or asserting themselves. Theyi'

110

beco -ie extremely anxious and feel defeated and depressed. They feel guilty and

turn Teir aggression against themselves.

THE D SECTION OF INTEGRATION (THi EIGHT GOES TO TWO ):

Whe Eights go to Two they learn to use their power to nurture others and identify

with others rather than against them. They turn generous, loveable, gentle and

help J and genuinly concerned for the welfare and aspirations of others. They no

long -i care about self interest.

Practical maaestions and exercises :

1. RELA 13NSHIPS :

□ The; should learn to compromise.

□ The should avoid to drive others as hard as they drive themselves.

□ Exp sss their appreciation loud and often.

□ The should be aware that when they are direct, it may hurt others.

P The should try to avoid on dismissing or invalidating others' opinions.

2. angi = :

□ The, should talk about their anger discuss it with a supportive friend.

□ The, often become enraged from a previous hurtful comment or action.

3. SELI - NURTURING :

□ The* should surround themselves with people who respect their direct approach

anc are honest with them.

O The v should not have a realistic expectation of themselves.

O The 4 should save time for enjoyable creative or physical activities.

□ The 4 should find such people to have fun who are able to face their anger and non

cor orming behaviour.

111

Daily.Affirm : ons for Eights :

□ They Vi show their soft and loving side to those they trust.

O Good i-riationships are worth many small compromises.

NINES - PB' OEM AKERS :

Nines are receptive, good natured and supportive. They

seek union with others and the world around them.

Characteristics :

The Peacemakers merge with loved ones by losing

boundries. They maintain the comfort of neutrality and anger

and conflict. Nines can not say no and find it hard to

seperate. They are inactive, go along with others and follow

the program. They find it hard to initiate change. They are

lazy about life. They can see all sides of a question, which

overwhelms tieir own agenda. Decision making is difficult. Conflicting opinions appear

to have eqiii merit. Attention cycles from the central issue to secondary matters.

Nines at the £ best:

Nines I asp pace, merge with others and avoid conflict. They are pleasant, geneous,

patient, opewninded, diplomatic, etc. In relationship, they are kind and gentle. They

have the ab fy to see many different sides of an issue and to be a good mediator and

facilitator. T uey are able to move with ail types of circumstances and so feel one with

the universe They are caring and concerned about others.

Nines at the i worst:

They s;e spaced out, forgetful, stubborn, obsessive, apathetic, judgemental,

unassertive passive and aggressive. In relationship, they are stubborn, overly

accomodatii g and defensive. They-get confused in what they really want. They care too

112

much abou what others will think. They are not taken seriously. They are too sensitive

to criticism They are being critical of themselves for lacking initiative and discipline.

Nines app -eciate that :

□ They should be heard when they speak.

□ They should be asked questions to make themselves clear.

□ They should be shown physical affection. It opens them upto their feelings.

□ They should be told if anything is liked about them.

□ They like to share their enjoyment of life with others.

□ They do not like expectations or pressures for something what other people want.

□ They Ike to listen and to be of service, but advantage should not be taken of this.

□ They like good discussion but not confrontation.

□ They should be given time to finish things and make decisions.

Key motivations of Nines :

They want union with others, to preserve things as they are to avoid conflicts and

tension, t: ignore whatever would upset them to preserve their peace at any price.

Nines as : hildren :

The ■ feel ignored and when their wants, opinions and feelings are not considered

important. T'hey are usually “good* children and keep their anger to themselves.

Nines as parents :

Thev are supportive, kind and warm. They are sometimes overly permissive or

non-diret :ive.

Careers lines choose :

Ninis are good listeners so they make excellent mediators and diplomats. They

are usue ly in helping professions. They prefer structural situations like military, civil

service uid other bureaucracies.

113

Nines in lore and intimacy :

Relat onships once they merge seem hard to seperate for Nines, once they merge.

They find i hard to give up memories of old relationships so that new ones can develop.

They diver attention for feelings by getting preoccupied with unessentials. They are

often uncommunicative about what they really feel. They know their partner's wishes

more clearty than their own. Participation may not indicate commitment, although from

the outside it may look like Nines support the program, but internally they can be going

through th = motions while remaining uncommitted. Nines move along the flow of activity

because they see no reason not to.

Nine:, have great difficulty in seperating their awareness from someone they love.

They fear seperation and being completely on their own. There is a fine line between

merging w :h the life of another and feeling that your own life has been overlooked. The

most intirmte tasks of relating to Nines has to do with supporting decisions that come

from their own being and allowing their choices to become their own.

Nines at work :

□ Nine, relax in the absence of friction. Want things to feel comfortable and run

withe .it hassle.

O Nine have a deep deseire to have good feelings on the job, between authority

and employee.

□ They flourish in conditions of positive support but avoid self promotions, they want

reco mition but will not ask.

□ Nine; like procedures, lines of command and rewards to be well defined. They can

go automatic and produce a great deal of work. Suspends awareness of own agenda

while following routine. They are energized by a productive routine and other

peop <e's enthusiasm for projects.

114

□ They do not like to make decisions, want a structure to support decisions. Forestall

a dec sion by gathering information. Puts cff essentials while the unessentials gets

done

□ Nine-; are cautionary in taking risks, feel safer in known routine while goes well

with what has worked in past.

O Nine* are often ambivalent about authority. They have difficulty setting priorities

and tiey get going but they are stubborn about taking directions from others.

Nines duwia free time :

Nine 3 are very flexible, they can do all type of activities from extremely energetic

to relaxing.

The wincE :

THE INE WITH EIGHT WING :

The traits of Nine and those of an Eight wing conflict with each other. Nines are

passive and desire harmony with others, while Eights are aggressive asserting

the nselves and following their self interest. Nines with Eight wing tend to be

fun amentally oriented to others, receptive, unselfconscious, and passive. The

Eigr t wing adds an element of inner strength and will power which helps them to

assert themselves effectively. Despite their graciousness and concern for others

they can be quite strong and forceful. They give the impression of strength and

go*d nature, sensuality and power.

TH£ NINES WITH A ONE WING :

Th; traits of Nine and those of the One wing tend to reinforce each other. Nines

repress their emotions to maintain their peace, while Ones repress their emotions

to maintain self-control. They possess enormous integrity and extreme principles.

Their great common sense helps them to be wise in their judgements, particualrly

115

abou others. They are alert to the issues of fairness and objectivity. They tend to

be m_ -e orderly, critical, emotionally controlled and competent.

WINGS< 9 V

Figure 21 : shows the winas and dynamics of Nines

The dynamics of Nines :

THE IBECTION OF DISINTEGRATION (THE NINES GO TO SIX ) :

When unhealthy Nines go to Six, anxiety finally breaks through their massive

rep ession. The person who was once so easy going becomes an overacting

hys rric, anxiety ridden, fearful, agitated, apprehensive, tearful and panicked.

Moreover deteriorated Nines need someone else to take care of them. To elicit

heh from others, they may become objectively self abasing and self-destructive

so oat others will have to take care of them. They become more passive and

ina rfive.

THE DIRECTION OF INTEGRATION ( THE NINES GO TO THREE ):

When healthy Nines integrate to Three, they become self assured and interested

in t eveloping themselves and their talents to the fullest extent possible. They create

116

themselves by asserting themselves properly. They no longer fear change,

beecming more flexible and adaptable, entirely capable of dealing with reality. They

become more energetic, efficient and productive. They narrow their focus and

acc Lire more self confidence.

Practica suggestions and exercises :

1. RELATIONSHIPS :

□ Yo■< should try to change the situation that is not right, instead of hoping that things

wii change themselves.

□ Th should make steps to ask others to join according to their interests instead of

go-ic according to other people's interest.

□ Th jy should talk out their own problems instead of listening to other's problems.

□ Th 3y should learn to express their opinions and feelings.

2. ANfcER :

□ Th 3y should learn to become aware of their anger and appropriately express it.

□ Th 3y should avoid acting as though everything is fine when it is not.

□ Th 3y should learn to feel the b'uild up of anger in their body.

3. wwk :

□ Thay should set goals with definite deadlines and when these goals are achieved

then others should be set.

□ They should take actions at present and deal with consequences later on.

□ They should reward themselves when they complete a task.

□ The/ should learn time management techniques to help stay focused and on track.

4. DE :ISI0N MAKING :

O They should do, what they feel- is correct.

□ They should learn to eliminate all the things they don't want it in order to help

117

thenMsves to discover what they want.

□ They should practice making decisions about small matters and then work their

way ip to the bigger items.

5. self- :steem :

□ They should engage themselves in some physical exercise programme.

□ They should not try to distract themselves from their problems with drugs, television

or oversleeping.

O Whe» one relationship ends, they should not start a new relationship right away.

They should spend some time reflecting on the strengths and weaknesses of the

relationship.

□ Whe« they have problems, they should ask a friend to listen and give no advice.

Daily Affir nations for Nines :

□ They will ask for what they want.

□ They will learn to recognise their resentment and use it as a source of energy.

□ They will even let themselves feel guilty rather than rush to fulfill another's

expeo:ations.

118

LEADERSHIP

Leacsrship is the third major dimension of the present study.

Leacsrship is a process of influencing and supporting others to work enthusiastically

toward ac 'ieving certain objectives. It is the critical factor that helps an individual or a

group ide tify their goals and then motivates and assists in achieving the stated goals.

The three important elements in the definition are influence / support, voluntary effort,

and goal ichievement. Without leadership, an organisation would be only a confusion

of people .nd machines, just as an orchestra without a conductor would be only musicians

and instri 116018. The orchestra and all other organisations require leadership to develop

their precous assets to the fullest.

Leacership is the catalyst that transfers potential into reality, it is an ultimate act

that iden fies, develops, channels and enriches the potential that is already in an

organisat or with its people. Leadership is a universal human phenomenon. As observed

by Spino:a, (1926) "Man is a social animal. Citing diverse anthropological reports on

primitive roups in Australia, the Fiji Islands, New Guinea, the French Congo, etc., he

opined th t leadership occurs universally among all men regardless of culture. Problems

of leader flip, teamwork, cooperation and group effectiveness exist in isolated Indian

villages, ie nomads of Eurasian Sleppe and the Polynesian Fisher folk.

As put by Machiavelli in the Prince (AD 1513) "There is nothing more difficult to

take in held, more perilous to conduct, or more certain in its success, than to take the

lead in ths introduction of a new order of things."

Thu , as observed from Machiavelli's words, there are several concepts that emerge

from leacsrship. Leadership may be attempted, it may or may not be successful and it

119

involves s recording and organizinga new way of acting, as well as the need to overcome

resistance to change.

DEFINITIONS OF LEADERSHIP :

Nurrerous definitions of leadership have been given in literature. These may be

categoris ;d in the following way (tentatively) :

Status vs Leadership :

One cluster of definitions makes leadership synonymous with the importance of

one’s poation. The concept of status can be used to refer to the value of one's position

and although status may produce leadership, it is distinguishable by observation and

measurement from leadership and can be independent of leadership under specified

conditions.

Esteem /s. Leadership :

The second cluster of definitions defines the leader as a focus of attention, as a

representative of the group. Esteem can also help describe observations about

sociomefb choice.

Leadership and Influence :

Leadership has been defined as influence, more specifically, it has been equated

with any oositive influence, act, required to direct a group and with behaviour making a

differencs among groups.

A teade s a leader:

The leader is often defined simply as anyone who engages in leadership acts.

120

Stogdill (*991) demonstrated that persons in different leadership positions engage in

different specific behaviours.

Some defnitions of Leadership : -

(i) Any member of the group can exhibit some amount of leadership. So, leadership

may be defined as an interaction between members of a group.

(ii) According to Gurnee, Lapiere and Fransworth leaders are agents of change, as

persons whose acts effects other people more than other people affect them.

(Hi) Leadership is a process of influencing between a leader and those who are followers

(Holender, 1978).

(iv) Lea lership is a process of influencing the activities of an organised group toward

goa achievement. (Rauch and Bchiing, 1984).

(v) Leadership may be considered as the process (act) of influencing activities of an

organised group in its efforts toward goat setting and goal achievement (Stogdill,

1950}.

The aoove definitions have one-thing common in that leadership involves influence

and mos ly the executives are always held responsible for the entire group.

The Background and Classical Studies On Leadership :

Leedership has probably been written about, formally researched, and informally

discussed more than any other single topic in social sciences. Throughout history, it has

been recognised that the difference between success and failure, be largely attributed

to leadership. Despite all the attention given to it and its recognised importance,

leadership still remains a inexplainable concept. It is known to exist and to have

121

tremendous influence on human performance, but its inner workings and specific

dimensions can not be precisely spelled out. Some of the classical studies are cited

below :

The Iowa University Studies :

Pioneering leadership studies conducted in the late 1930s by Ronald Lippitt and

Ralph K. Wh te under the general direction of Kurt Lewin at the university of Iowa, had

lasting impact. In the initial studies, hobby clubs for ten year old boys were formed.

Each club vas submitted to three different styles of leadership - authoritarian, democratic

and iaisse :-faire. The authoritarian leader was very directive and allowed no participation.

The demccratic leader encouraged group discussion and decision. The laissez-faire

leader gave complete freedom to the group; he essentially provided no leadership.

The results of the study showed one definite finding the boy’s overwhelming

preferenc i for democratic leader.

Gen Jialisations on the basis of the Lippitt and White studies are dangerous because

there is d flerence in working in experimental conditions and working in complex formal

organisa ion. Still these leadership studies have extremely important historical

significance. They were the pioneering attempts to determine experimentally, what effects

styles of eadership have on a group. The values of the studies were that they were the

first to analyse leadership from the standpoint of scientific methodology and more

importan , they showed that different styles of leadership can produce different complex

reactions from the same or similar groups.

The Ohit State Leadership Studies :

In *945, the Bureau of Business Research at Ohio State University initiated a series

122

of studies on leadership. An interdisciplinary team of researchers from psychology,

sociology and economics developed and used Leader Behaviour Description

Questionm i-e (LBDQ) to analyse leadership in numerous types of groups and situation.

In the first step, the LBDQ was administered in a wide variety of situations in order

to examins low the leader was described, the answers to the questionnaire were then

subjected to factor analysis. The outcome was amazingly consistent. The same two

dimension; of leadership continually emerged from the questionnaire data. They were

considerat on and initiating structure.

Thes2 two factors were found in a wide variety of studies encompassing many

kinds of It adership positions and contexts. The researchers carefully emphasize that

the studie ; show only how leaders carry out their leadership positions. Initiating structure

and consideration are very similar to the time honoured military commander's functions

of missior and concern with the welfare of the troops. In simple terms, the Ohio State

factors ara task or goal orientation (initiating structure) and recognition of individual

needs and relationships (consideration structure).

The Ohio State studies certainly have value for the study of leadership. They were

the first t<» point out and emphasize the importance of both task and human dimensions

in assessing leadership. The two dimensions approach lessened the gap between the

strict tasl orientation of the scientific management movement and the human relations

emphasis which had been popular up to that time. However on the other side of the

coin, the jsh for empirical data on leadership led to a great dependence on questionnaire

to generate data about leadership behaviour and this may not have been justified.

123

The Early Michigan Leadership Studies :

At about the same time that the Ohio State Studies were being conducted, a group

of researciers from the Survey Research Centre at the University of Michigan began

their studies of leadership. In their original study at the Prudential Insurance Company,

twelve higi - low productivity pairs were selected for examination. Each pair presented

a high producing section and a low producing section with other variables such as type

of work, conditions and methods being the same in each pair. Non-directive interviews

were concucted with the 24 section supervisors and 419 clerical workers. Results show

that supervisors of high producing sections were likely to

(i) Reef ive general rather than close supervision from their supervisors;

(ii) Like the amount of authority and responsibility they had in their jobs;

(iii) Spend more time in supervision; and

(iv) Be € mployee-oriented rather than production oriented.

The ow producing section supervisors had essentially opposite characteristics and

technique s. They were found to be close, production-centred supervisors. Another

important but sometimes overlooked finding was that employees' satisfaction was not

directly related to productivity.

The general employee-centred supervision described above became the standard

bearer fer the traditional human relations approach to leadership. The results of the

Prudenti< I Studies were always cited when human relations advocates were challenged

to prove their theories.

124

Later Mich ingan Studies :

Likert Sys em :

The basic tenet upon which Likert builds his approach is the 'principle of supportive

relationsh p",

"The leadership and other processes in the organisation must be such as to assure

a maximim probability that in all interactions and in all relationships, within the

organisat on, each member, in the light of his background values, desires and

expectations, will view the experiences as supportive and one which builds and maintains

his sense of personal worth and importance." (Likert, 1961, pg. 103).

In acdi;ion, Likert advocated that supervisors should seek to cultivate group problem

solving b/ consensus and consonant with this preference, a structure within the

organisaticr of overlapping groups, such that each work group is linked to the wider

organisation. High performance goals and technical competence on the part of

superviso-s and managers are also necessary.

On the basis of this conceptual infrastructure, Likert distinguishes four kinds of

management styles :

(a) System 1 ; 'Exploitive authoritative' Management

(b) System 2 : 'Benevolent authoritative’ Management

(c) Sys em 3 : 'Consultative' Management

(d) Sys em 4 : 'Participative' Management

As one moves from System 1 to System 4 management, the principles advocated

125

by Likert £ re more in evidence and participation by organisational members increases

consequently.

System 4 harnesses human motivation in ways that yield positive cooperation rather

than fearft 1 antagonism on the part of the people in the organisation; by contrast Systems

1 and 2 tend to develop less favourable attitudes; more hostile attitudes or more

submissive attitudes (Likert, 1973, p. 34).

The closer a management system is to System 4, the better will be the intervening

'moral' variables and the organisation will experience greater performance in terms of

the outcome.

THEORIES OF LEADERSHIP :

The e are several distinct theoretical bases for leadership. Some of the more

importan ones are :

1. The trait theory.

2. Group and exchange theory. .

3. Contingency or situational theory.

4. Thf vertical-dyad linkage model (VDL).

5. Pa h - goat theory.

6. Social learning approach to leadership

Th s approaches are briefly explained below.

126

JL The T sit Theories Of Leadership :

The p actical and vital question that this theoretical approach attempted to answer

was that wh ich characteristics or traits make a person a leader ? The earliest trait theories

can be traced back to the ancient Greeks and Romans concluded that leaders are born

and not m. ce e.g. Napoleon was said to have had the 'natural' leadership abilities to

rise out of any situation and become a great leader.

Unde ihe influence of behaviouristic school of psychological thought, researchers

accepted tne fact that leadership traits are not completely inborn but can also be acquired

through learning and experience. Numerous physical, mental and personality traits were

researched from about 1930s to 1950s. The results of this voluminous research effort

were gene rally disappointing. Only intelligence seemed to hold up with any degree of

consistency. One summary of leadership research found intelligence in ten studies,

initiative h six, extraversion and sense of humour in five, and enthusiasm, fairness,

sympathy and self confidence in four.

When the trait approach is applied to organisational leadership, the result is even

cloudier. O-^e of the biggest problems is that ail managers think that they know what the

qualities >1 a successful leader are.

Obv ously any adjective can be used to describe a successful leader. Keith Davis

() sumrne rsed four of the major traits which seemed to have an impact on successful

organisa ional leadership :

(1) Intelligence :

Research generally shows that leaders have higher intelligence than the

ave rage intelligence of their followers. However, not on all occasions are all leaders

127

more ntelligent than their followers.

(2) Social Maturity and Breadth : -

Leaders tend to be emotionally stable and mature and to have broad interests

and activities.

(3) Inner Motivations :

.eaders have relatively intense motivational drives of the achievement type.

They strive for intrinsic rather than extrinsic rewards.

(4) Hume n Relations Attitudes :

Successful leaders recognize the worth and dignity of their followers and are

able o empathise with them. Leadership possess consideration.

Althcjgh one can find some research evidence to support the trait’s theory, to

date no hidings are conclusive. Research findings do not agree on which traits are

generally ound in leaders or which ones are more important than others.

The trait approach is still alive, but now the emphasis has shifted away from

personality traits job-related skills.

2. GroLp And Exchange Theories' of Leadership :

The group and exchange theories of leadership have The above two have their

roots in Sidal Psychology. Classic exchange theory in particular serves as an important

basis for tieir approach. It means simply that the leader provides more benefits / rewards

than burcens i costs for followers. There must be a positive exchange between the

leader ard the followers in order for the group goals to be accomplished. According to

128

Hollander £ nd Julian (1978), leadership is an exchange process between the leader

and the followers and also involves the sociological concept of role expectations. Social

psychologies' research can be used to support the exchange and role concepts applied

to leadersh p. A thorough review of research indicated that leaders who take into account

and suppe rt their followers have a positive impact on attitudes, satisfaction and

performam e of the group.

Rese arch studies indicate that followers may actually affect leaders as much as

leaders af ect followers. Greene (1980) found that when subordinates were doing a

good job, I seders increased their emphasis on consideration. In a recent study, Greene

() found th at in newly formed groups, leaders may adjust their supportive behaviour in

response o the level of group cohesion and arousal already present.

5L Cont naenev Or Situational Theories Of Leadership :

Starting in the 1940's social psychologists began the research for situational

variables that impact on leadership roles, skills and behaviour and on follower

performar ce and satisfaction. Then about thirty years ago Fred Fiedler (1967) proposed

a widely tecognised situational based model for leadership effectiveness.

Leas t Preferred Co-worker (LPC) : The LPC was developed by Fiedler to measure

leadershi > style. Measurement is obtained from scores that indicate the least preferred

co-worke . This LPC approach calculates the degree to which the leaders favourably

perceives their worst co-workers and relates to the leadership style. Fiedler found out

that mors attention would have to be given to situational variables and became convinced

that leadarship style in combination with the situation determines group performance.

129

Fiedler's Contingency Model of Leadership :

To test the hypothesis he had formulated from previous research findings, Fiedler

(1979) developed what he called a contingency model of leadership effectiveness. This

model cortained the relationship between leadership style and the favourableness of

the situatbn. Situational favourableness was described by Fiedler (1979) in terms of

three emprically derived dimensions :

(1) The eader-member relationship which is the most critical variable in determining

the situations favourableness.

(2) The degree of task structure,' which is the second most important input into the

favo jrableness of the situation.

(3) The leader's position power obtained through formal authority which is the third

mos critical dimension of the situation.

Situ itions are favourable to the leader if all three of the above are favourable to

the leader

Fieder (1969) was convinced that the favourableness of the situation in combination

with the teadership style determines leadership effectiveness.

Through the manipulation of research findings, Fiedler (1969) was able to discover

that under very favourable and unfavourable situations, the task directed or 'hard nosed’

type of leader was most effective. However, when the situation was moderately favourable

or unfavourable, the human relations or lenient type of leader was most effective.

130

4, The \f3-tical-Dvad Linkage Model fVDI S :

The \,DL theory says that leaders treat individual subordinates differently. In

particular, eaders and subordinates develop dyadic (two person) relationships which

affect the t-ehaviour of both leaders and subordinates. There is evidence that

subordinates in-group (those who report a high quality relationship with their leader),

assume greater job responsibility, contribute more to their units and are reported as

higher perormers than those reporting a low quality relationship. The VDL theory has

been arousd for some time now, and although it is not without criticism, in general the

research continues to be relatively supportive and seems to have considerable potential

for predict ng important dimensions of the leader - subordinate exchange.

5. Path - Goal Leadership Theory :

The path-goal theory, derived from the expectancy framework of motivation theory

is a healthy development because leadership is closely related to work motivation on

one hand and power on the other.

Althc ugh Georgopulas (1957) used Path - Goal concepts almost fifty years ago in

analysing the impact of leadership on performance, the modern development is usually

attributed to Martin Evans and Robert House (1970), who wrote separate papers on the

subject. It essence, the Path - Goal theory attempts to explain the impact that the leader

behaviou has on subordinate motivation, satisfaction and performance. The House

version o tne theory incorporates four major styles of leadership.

1. Directive Leadership :

This style is where subordinates know exactly what is expected of them and

specific directions are given only by the leader.

131

2. Supportive Leadership :

*he leader is friendly and approachable and shows a genuine concern for

subo»dhates.

3. Participative Leadership :

The leader asks for and uses suggestions from subordinates but still makes

the Decisions.

4. Achievement Oriented Leadership :

The leader sets challenging goals for subordinates and shows confidence

that hey will attain these goals and perform well.

A later review of the research on the Path - Goal theory are not as supportive. For

example Sehriesheim and Denisi (1949) note that only a couple of hypotheses have

really been drawn from the theory which means that it may be incapable of generating

meaningf jI predictions. They then report results of their own research, which indicates

that the Fath - Goal theory is capable of producing meaningful and testable predictions

beyond the two task structure hypothesis.

Overall, the Path - Goal theory like the other theories seems to need more research

in the coding years.

Des pite a relative degree of acceptance of the contingency and Path - Goal theories

of leade ship and the great amount of research that has been conducted, few would

disagree today that the leadership concept is still in trouble. The time seems ripe for

new thiaking and a new theory, new research methods and new applications for

leadership studies. A social learning approach may best meet this challenge.

132

<L Socia Learning Approach to Leadership :

Sociai Learning Theory can provide a model for the continuous, reciprocal

interaction among the leader (including his cognition), the environment (including

subordinat js / followers and macro variables) and the behaviour itself. This would seem

to be a co nprehensive and viable theoretical foundation for understanding leadership.

The focus of social learning approach and what distinguishes it from other approaches

is the role cf leadership behaviour and the continuous reciprocal interaction among all

the variab es.

As fa" as leadership application for the social learning approach is concerned, the

four term contingency S - O - B - C (situation - organism - behaviour - consequence)

model car be used by leaders to perform a functional analysis. The successful application

of this S - O - B - C analysis to human resource management "depends upon the

leader's a oility to bring into awareness the overt or covert antecedent cues and contingent

consequences that regulate the leader's and subordinate's performance behaviour. More

specificat y, in this leadership application, the subordinates are actively involved in the

process, and together with the leader they concentrate on their own and each other's

behaviours, the environmental contingencies and their mediating cognitions. Some

example of this approach would be following :

1. The leader becomes acquainted with the macro and micro variables that control

his ' her own behaviour.

2. Th« leader works with the subordinate to discover the personalised set of

bet avioural contingencies that regulate the subordinate behaviour.

3. Th* leader and the subordinate jointly attempt to discover ways in which they can

133

manage their individual behaviour to produce more mutually reinforcing and

organisationally productive outcomes.

In su :h an approach, the leader and the subordinate have a negotiable, interactive

relationsh'D and are consciously aware of how they can modify each other's behaviour

by giving >r holding back desired rewards.

Although work has been done on the theoretical development of a social learning

approach to leadership, research and application are just getting underway.

Managerial Grid :

The managerial grid was conceived by Blake and Mouton who in a series of

publications (e.g. 1964) have developed an approach to organisational development

which is >ne of the best known in the literature. The infrastructure to their approach is a

contrast cstween approaches to the managerial roie, namely,

(a) Concern for production, and

(b) Co icern for people

Bleke and Mouton take the view that both concerns are essential ingredients of

effective management. Each concern is conceptualised on a 9 point scale.

According to Blake and Mouton managers often oscillate between 9,1 and 1,9 styles.

The fonrer is response to a need to enhance output, the later when interpersonal

relationship suffers.

Tfcey proposed the 9,9 type of combination to be the most effective one. 9,9 is

called Tsam Management' and constitutes the recommended managerial stance in that

both tas< and people responsible for the production are also supposed to be involved in

134

work planiirg and execution. Real team management conditions exist when individual

goals are in line with those of the organisation. (Blake and Mouton, 1964, p 100).

Hersev ard Blanchards Situational Leadership Theory :

This theory is highly perspective contingency theory of leader behaviour, which

has unde»gone a number of revisions (Hersey and Blanchard, 1969, 1977 and 1982).

For ts description of leader behaviour, the approach draws heavily on the Ohio

State Unversity dimensions of considerations and initiating structures. Hersey and

Blancharc (1969) produced four basic leader behaviour styles :

1. High task and low relationship style,

2. High task and high relationship style,

3. Low task and high relationship style,

4. Low task and low relationship style,

Thus, a person's leadership style involves some combination of either task

behaviour or relationship behaviour.

Recognising that the effectiveness of leaders depends on how their leadership

style interrelates with the situation in which they operate. An effectiveness dimension is

added tc the above two dimensional model (task and relationship behaviour). When the

style of a. leader is appropriate to a given situation, it is termed effective, when the style

is inappropriate to a given situation it is termed ineffective.

Ttn difference between the effective and ineffective styles is often not the actual

behavio ir of the leader but the appropriateness of the behaviour to the environment in

135

which it is jsed. In reality, the third dimension is the environment. It is the interaction of

the basic style with the environment that results in a degree of effectiveness and

ineffectiveness.

The Vroor - Yetton Contingency Model :

The -im of the approach is to enable the leader to enhance both the quality of the

decision b at he or she makes and also their acceptability to subordinates. In seeking to

enhance nese two outcomes, the model seeks to specify the impact of varying degree

of concep ual determinant of motivation and how they are related. The model attempts

only to nr rror the complex motivational process; it does not attempt to describe how

motivatio al decision are actually made

Leader si ip Style :

Lea ers differ in the styles they adopt in order to be effective. It is the style of the

leader th.t effects the members of the organisation and ultimately the performance of

the mem; ers working under him. It, therefore, becomes very essential to discuss the

different ypes of leadership styles. The most commonly defined styles of leadership in

the liters ure are as follows :

1. Autocratic Style :

Autocratic Leader centralises power and decision making in himself. The

lea er takes full authority and assumes full responsibility. This has two distinctive

varatons :

(a) Dictatorial autocratic and,

(b) Benevolent autocratic

136

Both hese styles originate from a high power or ego motive.

2. Demccratic Style : Under the democratic style of leadership

(a) All policies are determined by the group.

(b) Explanation of overall processes is given in the beginning; technical advice

is sought and given.

(c) Members are free to choose work companions and division of tasks.

(d) Leader is objective and fact minded in praise and criticism.

(e) Leader participate in the group.

Lot :f research signifies the contention that a leadership style based on the

princ pies of democracy is not only conducive to greater satisfaction among the

merrbers of an organisation, but it also facilitates in the long run to greater

procuctivity of the organisation. This is the product of a highly but carefully

cont-o led power or ego motive.

3. Socalistic Style :

This style is adopted in certain socialistic setups because of certain typical

ideclogies. Obvious examples are communist societies.

4. Laiszez Faire Style :

Here the leader has an happy-go-lucky attitudes. The leader avoids power

anc responsibility. He hardly leads.

137

5. Authoritarian Style :

The authoritative leader is predominantly self oriented. The main concern of

the hader is his personal vanity, status, power and image management. Thus,

authoritative leader is actually characterised by the relatively high degree of power

wielced by the supervision over the work. Here both power and all decision making

func ions are absolutely concentrated in the person of authority. The leader

demands complete loyalty, unconditional submissiveness and full compliance from

his subordinates. He controls the communication network and restricts interaction.

The authoritative leadership is'directive and communicative type.

Communications are explicitly structured and task relevant, productive, quality and

low :ost are emphasized.

Authoritative leader is not autocratic or totalitarian. Lewin, Lippet and White (1943)

fourd that authoritative leadership produced :

a) Greater quality of work.

b) Less work motivation.

c) Less originality in work.

d) Greater amount of aggressiveness towards the leaders as well as members.

e) More suppressed discontentment.

f) More dependency.

g) Less friendliness and less group mindedness.

In crder to cope up with the negative aspect of his style, the job of the authoritative

' 138

2. Pa ticipative :

.jefteiCtgunn jm'orli intiwitw—i.«vU ...ii-f-.t:

leader is o screen out extraneous forces by negotiating and developing understanding

with the € mployees and, at the same time, seal the boundaries of the organisation so

that only those outside forces which he approves of can enter the organisation. An

organisaton emerging under authoritative leadership style becomes 'single-handed*

organisaion with an ultimate decision, pyramid structure and centralised authority

system. £ uch organisational structure do not gratify social and psychological needs of

individuas (Askoffa, 1974).

Mary authors have argued that if a culture is authoritative, an authoritative leader

will be more effective, because he provides a match between what his subordinates

expect a«d what the leader would provide (Ganguli 1964, Meade, 1967). Vroom and

Mann found that in large groups in which there was less interaction had more positive

attitude towards autohritative leader.

6. Paricipative Style :

It claims to be people oriented and productive irrespective of organisational

variations (Likert 1961, 1967).

The participative style is based on three basic principles :

a. Supportive relationship : The leadership and other processes of organisation

must be such as to ensure a maximum probability that in all interaction and in all

relationships within the organisation, each member, in the light of his background,

valaes, desires and expectations, will view the experience as supportive and one

which builds and maintains his sense of ersonal worth and im ortance Likert

for suggestions and discussions, the final authority to decide rests with him. The

A, f*+N leader shows a genuine interest in the welfare of his subordinates. He is

interested in their growth and development and encourages them to participate in

the decision making process. He is genuinely nurturant in his outlook. Clearly, he

(A, £ + N) is not just a sum total of the three qualities (A, £ and N) but something

muoh more than that.

10. Nurturant Task style :

This style has been suggested by J. B. P. Sinha and is considered effective

in tie Indian context. The N-T style has two main components i.e. concern for task

anc nurturant orientation.

The N-T style emphasises on the completion of the task. It takes special care

tha: the subordinates understand and accepts the goals and the normative structure

of tie group and the organisation and cultivate commitments to them.

The N-T leader structures his and his subordinates roles clearly so that

communications are explicit, structured and task relevant. He initiates, guides and

directs his subordinates to work hard and maintain a high level of productivity,

boti qualitatively and quantitatively (Sinha, 1980, p.55). He wants them to grow

up and mature, so that they can assume greater responsibility and spare the leader

for other tasks.

Thus, his task orientation and personal worth and interest develop into a

refationship of trust and understanding and commitment to productivity and

su jordinates' growth. All other aspects of the leader subordinates relationship,

suih as information sharing, decision-making, monitoring and controlling the

147

behavbur, motivation management, process of goal setting, etc., are determined

in this framework.

The N-T style is flexible and therefore, is transitional in the sense that it gradually

leads o fuller participation of his subordinates. Its emphasis on task orientation

grows out of the leaders conviction that no meaningful interpersonal relationship

on job ;an develop unless it evolves out of the effective handling of the task system.

N-T st/le has meaningful overlap with the participative style and the two are

inverse ly related to the authoritative style (Sinha, 1980).

Sinha suggested that in the Indian context the N-T style will be more effective. In

the pn sent research, Daftuar's concept of A, g + N globaly, and the three of its

compcoents, separately, have been taken for investigation.

148

Chapter One INTRODUCTION

Documents

Transcript of Chapter One INTRODUCTION